英語已經被認為是全球最重要的國際交流語言。在一些非英語為母語的國家或地區，為了具備新進的知識、技能和國際觀，學生必須掌握英文的相關技能。開設觀光英文課程的目的，即是在提升學生英文的實務能力及國際觀。然而，在傳統課堂中，教學活動通常遠離真實的生活情境，因而影響學生的實務應用能力。教育遊戲被認為是一個能夠提升學生學習動機、提供真實情境的學習工具。為了提供學生真實的英語學習和練習情境，並培養其表達的能力，本研究提出了一個基於思維導圖的情境式遊戲學習策略。為了驗證這個學習模式的效益，本研究在台灣北部的一所科技大學規劃一個準實驗設計，由兩個班級選修觀光英文課程的學生參與這個實驗。實驗組（或班級）採用基於思維導圖的情境式遊戲學習策略，而控制組使用一般的情境式遊戲學習策略進行學習。在實驗過程中，研究者測量兩個班級的學生在寫作表現上的差異，以及他們對遊戲式學習的意見，來驗證基於思維導圖的情境式遊戲學習策略的有效性。由實驗結果發現，相對於一般的情境式學習方法，採用基於思維導圖的情境式遊戲學習策略的控制組學生有更好的英文寫作表現。進一步來說，相對於控制組學生，實驗組學生在寫作的流暢性和精緻化上更好的表現。在學生的學習感知方面，大部分學生認為遊戲學習是有用的、有趣的，會激勵自己學習英文課程。此外，研究也發現，相對於一般的情境式遊戲學習策略，基於思維導圖的情境式遊戲學習策略更有可能幫助學生產生積極情感、想法、異國情調和行動意願。然而，也有學生報告到由於課業繁重，而較少在課後繼續進行遊戲學習，且在使用思維導圖上存在一些困難。最後，本文提出對基於思維導圖的情境式遊戲學習方法的一些未來改進策略。

In the globe, English has been considered by all societies as an important language for international communications; in particular, for non-English speaking countries, students are required to master English language skills to become more competent, knowledgeable and open-minded in the era of global economics. Offering EFL students English tourism course is a kind of effort to deliver them attractive learning topics, to facilitate their speaking and writing abilities. However, in a traditional classroom, teaching and learning usually are conducted in a way independent of real-life contexts. Educational games are considered as valuable tools to motivate students, and to provide authentic contexts for learning. To situate students in authentic English learning and practicing contexts, and to facilitate their writing performance, in this study, a mind mapping-based contextual gaming approach was proposed. A quasi-experiment with pre-test and post-test measures was designed by recruiting two classes of students from a university of science and technology in northern Taiwan. One class was scheduled to learn with the proposed approach, and the other class was arranged to learn with the conventional contextual gaming approach. The students’ writing performance, learning perceptions and language uses were measured to evaluate the effectiveness of the proposed approach. It is found that compared to the conventional contextual game learning approach, the students in the experimental group, who learned with the proposed mind mapping-based contextual game learning approach, had better writing performance. More specifically, the experimental group students outperformed the students of the control group in the aspects of fluency and elaboration. As for learning perceptions, it is found that most students considered the game to be beneficial, felt interesting and motivated with the proposed learning strategy. Moreover, it is also found that the proposed learning approach is more likely to help students produce positive thoughts and feelings, generate diverse ideas, create senses of exotic feelings and express actions or intent of actions. However, some limitations were also uncovered, such as having no time to play this game out of class due to overloaded schoolwork, mind map tool is difficult to be used, and so on. Accordingly, some suggestions for improvement on this proposed gaming learning environment and approaches are proposed.

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