隨著國際化時代的來臨，英語成為一種不可或缺的能力。英語文法是非母語學生在學習英語過程中最具挑戰的部分之一；同時，由於缺乏英語演練情境，學生往往學習動機低落。因此，如何提升學生學習動機，並提供一個英語學習情境顯得格外重要。為了提供學生一個有意義的英語學習情境，本研究提出一個情境遊戲式學習模式。為了驗證此學習模式對學生學習表現之影響，本研究採準實驗設計，將兩個班級52名學生分為實驗組和控制組，應用在大學一年級的英語文法課程。實驗組學生使用「情境遊戲式學習模式」，控制組使用「一般科技學習模式」。實驗結果發現，實驗組與控組在學習成就上沒有顯著差異，但在情境文法錯誤率上，實驗組的錯誤率顯著低於控制組。而學習行為方面可以發現，在面對聽力題型方面，高成就的學生會藉由瞭解蒐集的道具與資訊來思考解決問題的方向，進而完成任務，而低成就的學生則很少有這方面的行為；在填空題型方面，高成就的學生偏好蒐集大量的資料進行統整後再進行答題，而低成就的學生偏好直接嘗試答題後再尋求提示；在重組題型方面，高成就的學生能夠順利的完成重組題型，而低成就的學生在重組題型中遇到困難，無法順利的完成重組題型。由此推測，高成就的學生通常會嘗試蒐集並統整資料來解決問題，而低成就的學生則欠缺這樣的能力；因此，未來可以針對低成就的學生給予資料蒐集及問題解決方面的引導，來協助他們提昇自主學習的能力。

In recent years, English has being recognized as a necessary ability. English grammar could be the most challenging part for EFL (English as Foreign Language) students; moreover, owing to the lack of proper English practicing contexts, EFL students generally are demotivated to learn English. Therefore, it is especially important to provide a proper English learning context to improve students' learning motivation. In order to provide a meaningful learning context to learn English, a contextual game-based learning approach is proposed in this study. To evaluate the effectiveness of the proposed approach, an experiment will be conducted in a college course to examine the students’ learning achievements. The participants were two classes of 52 freshmen who took a English grammar course in a university in northern Taiwan. One class was the experiment group learning with the contextual game-based learning approach, while the other class was the control group learning with the conventional technology learning approach. The experimental results show that the contextual game-based learning approach is able to reduce the students’ grammatical errors, while no significant difference existed between the learning achievements of the two groups. In terms of game-bused learning behavior, when dealing with the listening items, high-achievers tended to employ the collected game props and information to complete tasks, while low-achievers rarely had such behaviors. In the fill-in-the-blank item, high-achievers preferred to collect a large of data for reorganization and answer learning tasks, while the low-achievers of students preferred to answer the learning task first and then asked for help. In the reorganization item, the high-achievers can complete the tasks on their own, while the low-achievers generally failed to complete the task. Therefore, this study found that the high-achievers of students often collect and integrate data to solve problems, while the low-achievers of students lack such a competence or behaviors. Therefore, it is suggested that providing learning guidance to help low-achievers search for information for solving problems could an important issue for future research.

Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: an overview. Advances in Human-Computer Interaction, 2013, 1-11.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Chang, C. C., Warden, C. A., Liang, C., & Chou, P. N. (2018). Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL. Journal of Computer Assisted Learning, 34(2), 105-114.
Chen, C. P. (2018). Understanding mobile English-learning gaming adopters in the self-learning market: The Uses and Gratification Expectancy Model. Computers & Education, 126, 217-230.
Chen, G. D., Fan, C. Y., Chang, C. K., Chang, Y. H., & Chen, Y. H. (2018). Promoting autonomy and ownership in students studying English using digital comic performance-based learning. Educational Technology Research and Development, 66(4), 955-978.
Chen, H. R., & Lin, Y. S. (2016). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171-186.
Chen, Y. L. (2016). The effects of virtual reality learning environment on student cognitive and linguistic development. The Asia-Pacific Education Researcher, 25(4), 637-646.
Chuang, M. T., Chang, B., & Chen, H. C. (2014). Investigating reported social and affective strategy use by EFL learners in virtual and real learning environments. International Journal of Applied Linguistics and English Literature, 3(2), 27-33.
Collins, A. (1991). Cognitive apprenticeship and instructional technology. Educational values and cognitive instruction: Implications for reform, 1991, 121-138.
DeHaan, J., Reed, W. M., & Kuwanda, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 74-94.
Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game‐based learning environment. British Journal of Educational Technology, 42(3), 456-469.
Ebrahimzadeh, M. (2017). Readers, Players, and Watchers: EFL Students' Vocabulary Acquisition through Digital Video Games. English Language Teaching, 10(2), 1-18.
Estriegana, R., Medina-Merodio, J. A., & Barchino, R. (2019). Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model. Computers & Education, 135, 1-14.
Franciosi, S. J. (2017). The Effect of computer game-based learning on FL vocabulary transferability. Educational Technology & Society, 20(1), 123-133.
Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429-439.
Guan, N., Song, J., & Li, D. (2018). On the Advantages of Computer Multimedia-aided English Teaching. Procedia computer science, 131, 727-732.
Hainey, T., Connolly, T. M., Stansfield, M., & Boyle, E. A. (2011). Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level. Computers & Education, 56(1), 21-35.
Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter?. Computers & Education, 106, 137-149.
Huang, H. (2018). Computer Multimedia Aided Word Annotation for Incidental Vocabulary Acquisition in English Reading. Kuram ve Uygulamada Egitim Bilimleri, 18(6), 3417-3427.
Huang, S., & Eslami, Z. (2013). The use of dictionary and contextual guessing strategies for vocabulary learning by advanced English-language learners. English Language and Literature Studies, 3(3), 1.
Huang, W. D., Johnson, T. E., & Han, S. H. C. (2013). Impact of online instructional game features on college students’ perceived motivational support and cognitive investment: A structural equation modeling study. The Internet and Higher Education, 17, 58-68.
Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104.
Hwang, G. J., & Wang, S. Y. (2016). Single loop or double loop learning: English vocabulary learning performance and behavior of students in situated computer games with different guiding strategies. Computers & Education, 102, 188-201.
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42.
Hwang, G. J., Sung, H. Y., Hung, C. M., Yang, L. H., & Huang, I. (2013). A knowledge engineering approach to developing educational computer games for improving students' differentiating knowledge. British journal of educational technology, 44(2), 183-196.
Hwang, W. Y., Chen, H. S., Shadiev, R., Huang, R. Y. M., & Chen, C. Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359-378.
Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.
Lan, Y. J. (2014). Does Second Life improve Mandarin learning by overseas Chinese students. Language Learning & Technology, 18(2), 36-56.
Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning & Technology, 19(2), 16-31.
Lan, Y. J., Hsiao, I. Y., & Shih, M. F. (2018). Effective Learning Design of Game-Based 3D Virtual Language Learning Environments for Special Education Students. Journal of Educational Technology & Society, 21(3).
Lin, C. J., & Hwang, G. J. (2018). A learning analytics approach to investigating factors affecting EFL students' oral performance in a flipped classroom. Journal of Educational Technology & Society, 21(2), 205-219.
Lin, C. J., Hwang, G. J., Fu, Q. K., & Chen, J. F. (2018). A flipped contextual game-based learning approach to enhancing EFL students’ English business writing performance and reflective behaviors. Journal of Educational Technology & Society, 21(3), 117-131.
Liu, G. Z., Chen, J. Y., & Hwang, G. J. (2018). Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application. British Journal of Educational Technology, 49(2), 305-320.
Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 1-8.
Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Lu, F. C., & Chang, B. (2016). Role-play game-enhanced English for a specific-purpose vocabulary-acquisition framework. Journal of Educational Technology & Society, 19(2), 367-377.
Makoe, M., & Shandu, T. (2018). Developing a Mobile App for Learning English Vocabulary in an Open Distance Learning Context. International Review of Research in Open and Distributed Learning, 19(4).
Moghari, M. H., & Marandi, S. S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL, 29(3), 357-372.
Perini, S., Luglietti, R., Margoudi, M., Oliveira, M., & Taisch, M. (2018). Learning and motivational effects of digital game-based learning (DGBL) for manufacturing education–The Life Cycle Assessment (LCA) game. Computers in Industry, 102, 40-49.
Phoocharoensil, S. (2012). Language corpora for EFL teachers: An exploration of English grammar through concordance lines. Procedia-Social and Behavioral Sciences, 64, 507-514.
Popil, I., & Dillard-Thompson, D. (2015). A game-based strategy for the staff development of home health care nurses. The Journal of Continuing Education in Nursing, 46(5), 205-207.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58.
Rodríguez‐Aflecht, G., Jaakkola, T., Pongsakdi, N., Hannula‐Sormunen, M., Brezovszky, B., & Lehtinen, E. (2018). The development of situational interest during a digital mathematics game. Journal of Computer Assisted Learning, 34(3), 259-268.
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854-881.
Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951.
Shadiev, R., Hwang, W. Y., & Liu, T. Y. (2018). Investigating the effectiveness of a learning activity supported by a mobile multimedia learning system to enhance autonomous EFL learning in authentic contexts. Educational Technology Research and Development, 66(4), 893-912.
Sharritt, M. J. (2008). Forms of learning in collaborative video game play. Research and Practice in Technology Enhanced Learning, 3(02), 97-138.
Sirivedin, P., Soopunyo, W., Srisuantang, S., & Wongsothorn, A. (2018). Effects of Facebook usage on English learning behavior of Thai English teachers. Kasetsart Journal of Social Sciences, 39(2), 183-189.
Smith, G. G., Li, M., Drobisz, J., Park, H. R., Kim, D., & Smith, S. D. (2013). Play games or study? Computer games in eBooks to learn English vocabulary. Computers & Education, 69, 274-286.
Srisawasdi, N., & Panjaburee, P. (2018). Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry. Journal of Science Education and Technology, 1-13.
Stieler‐Hunt, C., & Jones, C. (2019). A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning. British Journal of Educational Technology, 50(1), 264-279.
Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG‐based instruction in elementary English education in Korea. Journal of computer assisted learning, 26(5), 370-378.
Sung, H. Y., Hwang, G. J., & Yen, Y. F. (2015). Development of a contextual decision-making game for improving students' learning performance in a health education course. Computers & Education, 82, 179-190.
Sung, H. Y., Hwang, G. J., Wu, P. H., & Lin, D. Q. (2018). Facilitating deep-strategy behaviors and positive learning performances in science inquiry activities with a 3D experiential gaming approach. Interactive Learning Environments, 26(8), 1053-1073.
Tsai, M. J., Huang, L. J., Hou, H. T., Hsu, C. Y., & Chiou, G. L. (2016). Visual behavior, flow and achievement in game-based learning. Computers & Education, 98, 115-129.
van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 16.
Wang, N. (2018). Application of Android System Software in English Listening and Speaking Teaching. Kuram ve Uygulamada Egitim Bilimleri, 18(5), 1846-1855.
Wei, C. W., Kao, H. Y., Lu, H. H., & Liu, Y. C. (2018). The Effects of Competitive Gaming Scenarios and Personalized Assistance Strategies on English Vocabulary Learning. Journal of Educational Technology & Society, 21(3), 146–158.
Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of using games in teaching grammar to young learners. Online Submission, 10(1), 219-229.
Young, S. S. C., & Wang, Y. H. (2014). The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Journal of Educational Technology & Society, 17(3), 239-251.
Yukselturk, E., Altıok, S., & Başer, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society, 21(3), 159-173.
Zhang, Y., & Liu, L. (2018). Using Computer Speech Recognition Technology to Evaluate Spoken English. Kuram ve Uygulamada Egitim Bilimleri, 18(5), 1341-1350.
Zheng, M., & Spires, H. A. (2014). Fifth graders’ flow experience in a digital game-based science learning environment. International Journal of Virtual and Personal Learning Environments, 5, 69–86.
Zheng, R. (2010). Effects of situated learning on students’ knowledge acquisition: An Individual differences perspective. Journal of Educational Computing Research, 43(4), 467-487.
Zhou, C. (2018). Teaching Model of College English Grammar in Intensive Reading Course. Kuram ve Uygulamada Egitim Bilimleri, 18(6), 2617-2632.