本篇研究設計一個角色扮演遊戲「英速魔法學園」，透過遊戲情境問題引導的方式，來幫助學生練習英語聽力。本研究採準實驗法，比較「一般資訊融入教學」與「RPG遊戲式教學」的學生，在學習成就、學習動機上的表現。研究對象為北台灣某私立中學國中部，三年級學生兩班共77位同學，其中一個班39人(男生26人，女生13人)為實驗組，採用RPG遊戲式情境學習； 另一個班38人(男生23人，女生15人)為控制組，採用一般資訊融入教學的方式。研究結果方面發現，使用RPG遊戲情境式進行學習的學生，在學習動機及成就都有較佳的表現。同時，本研究還進一步分析實驗組高低成就學生的行為模式，發現高成就同學在遊戲中會參與各項的活動設計，包含探索、提示、圖書館看書、答題、戰鬥等，而低成就學生則花較多的時間在非學習活動的戰鬥娛樂部分。由心流的角度來看，高心流的同學在答題正確後，會查詢字典做更精熟的練習，並參與遊戲中的戰鬥活動；相對地，低心流同學只著重於任務的完成，較少有參與戰鬥活動及查詢字典的行為。另外，男同學與女同學的表現中也大有不同：男同學明顯很投入遊戲活動，除了學習之外，花較多時間在戰鬥的部分；女同學則聚焦在蒐集資訊來完成任務。由課堂觀察的結果也發現，參與遊戲的學生在課堂的專注力明顯較佳，且學習成效良好。

In this study, a role-playing game (RPG), “Magic Listening School," is developed to help students practice English listening based on a problem-based approach. The study adopted a quasi-experimental method, comparing students’ academic performances and learning motivations in English listening between conventional technology-enhanced instruction group and situated RPG instruction group. The participants of this study were taught by the same teacher and the learning activities were parts of the formal curriculum performed in middle schools. The participants of this study included two classes of third graders of a junior high school in northern Taiwan. One class was assigned to be the experimental group and the other was the control group. The experimental group, including 39 students, 26 males and 13 females, learned with the situated RPG instruction, while the control group with 38 students, 23 males and 15 females, learned with conventional technology-enhanced instruction, that is, the teacher instructed and interacted with the students via using a computer and a projector to show the multimedia learning content and the supplementary materials, which are the same as that used by the experimental group. The result shows that students adopting the RPG had higher academic performances and better learning motivations. Meanwhile, the study is an empirical observation and analysis of the behavioral patterns during the RPG games for English listening comprehension. In the study, the gaming behaviors demonstrated by the RPG participants were recorded and summarized. Their recorded behaviors were coded. Moreover, a frequency analysis and sequential analysis were conducted to explore the behavioral distributions, behavioral-frequency transition in the RPG. In conclusion, students with higher academic performances were eager to win and learned much through various activities such as exploring unknowns, searching for hints, reading books, answering questions and joining battles while students with lower ones were unwilling to spend time on those learning parts but linger in the entertaining battles. What’s more, students with higher flow were enthusiastic at every part of the RPG activities while students with lower flow focused only on task completion. In addition, gender differences were also compared and discussed. Males were fascinated with battles challenges. On the contrary, females purely concentrated on problem solving and task finishing. Above all, students using the RPG did enhance their concentration, learning motivations and academic performances.

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