數位遊戲式學習是以學生為教學中心的學習方式，可以培養學生主動學習的態度，進而提高他們的學習興趣；近年來，數位遊戲式學習已在EFL (English as Foreign Language) 的應用迅速發展；然而，有學者認為在遊戲的過程中，若學生自主學習的能力不足，學習成效可能有限。因此，在數位遊戲式的學習環境中，除了提高學生的學習興趣以外，如何有效地引導他們學習並提高學習成效，亦是重要的議題。在眾多的學習策略當中，自律學習是一個可以引導學生規劃自身學習目標及策略，並進行反思的有效學習引導機制；因此，本研究嘗試開發結合自律學習機制之數位遊戲式學習模式，並應用在大學英文課程的商用英文單元，幫助學生在數位遊戲式學習的環境中有更好的學習表現。本研究採用準實驗設計，實驗組採用結合自律學習機制之數位遊戲式學習模式；控制組則採用一般數位遊戲式學習模式。在實驗活動後，分析兩組學生在學習成就、自我效能以及英文學習焦慮的影響；同時，針對學生在遊戲過程中的表現進行更詳細的探討。

Digital game-based learning is a student-centered learning method that can cultivate learners learning attitude actively and thereby increase their interest in learning. In recent years, digital game-based learning has rapidly flourished with the application of EFL; however, there are scholars believed that in the game learning environment, if the students' self-regulation ability is insufficient, the learning effect may be limited. Scholars have indicated that in the digital game environment. How to effectively guide learners and improve the learning effectiveness that is an important issue. And the self-regulated learning mechanism is a strategy that can guide students to learn effectively and help learners in planning their own learning goals, strategies, and reflection. Therefore, this study, to develop a digital game-based learning model that combines self-regulated learning mechanisms, and applied to commercial English vocabulary units of university English courses, to promote students have better learning performance in a digital game environment. A quasi-experimental design was adopted in an English course; the experimental group students used digital game-based learning mode with a self-regulated learning mechanism; while the control group students learned with conventional digital game-based learning mode. Moreover, we discussed the performance of both groups of student’s performances on learning achievement, self-regulated ability, self-efficacy, English learning anxiety, and learning behavior in two groups in the game.

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