醫療工作環境中，個案病歷、給藥紀錄單、檢查結果及醫師處方等，皆以英文記載；因此，在重視職場溝通與團隊合作的工作環境中，如何培養醫護人員專業英文能力是相當重要的議題。對於非母語的學生而言，學習英文原本有一定困難，而醫護專業英文更具有挑戰性。在傳統醫護教育中，通常是用論述及示範的方式進行教學；在學習過程中，師生的互動較為不足，也比較欠缺演練的情境，不易提昇學習者的興趣與參與感。學者們指出，在英文教學上，宜重視情境與互動，需數位情境式遊戲具有這些特性，不僅可能改善學生的學習態度與參與度，更能透過互動的情境增強他們的批判性思考能力。因此，本研究提出了基於ARCS動機模式的數位情境遊戲的學習模式；透過將ARCS的引起注意、切身相關、建立信心和獲得滿足的概念融入數位遊戲中，來自非英文為母語的學生學習醫護專業英文的效果。為了驗證該方法的有效性，我們進行了一個準實驗設計。參與者為台灣北部某科技大學護理系二年級兩個班級114名學生，一個班級為實驗組，使用數位情境遊戲進行學習；另一個班為控制組，使用一般教學模式。預期透過實驗結果，證實基於ARCS動機模式的數位情境遊戲在促進學習者的學習成績、學習態度、批判性思考傾向和科技接受度以及心流經驗，都優於一般的教學方式。此外，本研究將分析在基於ARCS動機模式的數位情境遊戲中，其高成就者和低成就的學生在學習行為方面的差異，以作為未來輔助學生及改善遊戲設計的依據。

In the medical workplace, case histories, medication lists, test results and prescriptions are generally presented in English, implying the importance of developing nursing staff’s professional English skills in such a workplace that requires communication and teamwork. For non-native speakers, learning English can be difficult, and professional English for healthcare professionals can be even more challenging. In conventional healthcare education, teaching is usually done in a lecture-based mode with case demonstration. There is generally a lack of interaction between teachers and students in the learning process, as well as a lack of the opportunity to practice to deal with real cases, which could affect learners' learning interest and engagement. Scholars have suggested that contextualization and interaction should be emphasized in English teaching and learning, and that digital contextual games have the potential to not only improve students' learning attitudes and engagement, but also enhance their critical thinking skills through interactive contexts. Therefore, this study proposes a ARCS motivational model-based digital contextual gaming approach. By incorporating the ARCS concepts of attention-getting, relevance, confidence-building and satisfaction into digital games, it is possible to enhance the learning of English for healthcare professionals by non-native English speakers. A quasi-experimental design was conducted to evaluate the effectiveness of this approach. The participants were 114 students from two classes in the second year of the nursing department of a university of science and technology in northern Taiwan. One class was the experimental group, which used digital games for learning, and the other class was the control group, which used general comparative learning. It is expected that the results of the experiment will confirm that the ARCS motivational model-based digital contextual game is superior to the conventional teaching mode in terms of enhancing learners' academic performance, learning attitudes, critical thinking tendencies and technology acceptance as well as mind-flow experiences. In addition, the study will analyze the differences in learning behavior between high-achieving and low-achieving students in the ARCS-based digital contextual games, which will serve as a basis for future student support and game design improvement.

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