情境感知Facebook社群網路英文字彙學習系統對學習成效影響之研究

A Context-Aware English Vocabulary Learning System on Facebook

本研究旨在探討情境感知教學與傳統網頁教學之「Facebook社群網路英文字彙學習系統」對學習者學習成就、學習保留及學習動機的影響。其中「Facebook社群網路英文字彙學習系統」為自變項，「教學內容」和「教學輔具」為控制變項，「學習成就」、「學習保留」及「學習動機」為依變項。研究對象為某一公立大學之學生共60人，將學習者非隨機選取實驗組與對照組各30人，分別以「情境感知教學」及「傳統網頁教學」之Facebook社群網路英文字彙學習系統進行為期8週的教學實驗。教學實驗後進行學習成就測驗與學習動機檢測，評量學習者的學習成就、學習保留及學習動機，以取得本研究所需之研究數據，並針對測驗結果進行單因子變異數分析及必要的後續考驗。研究結果發現，使用「情境感知教學」及「傳統網頁教學」對學習成就均有顯著性的提升，但兩者間無顯著的差異；使用「情境感知教學」之實驗組，在延宕測驗的成績顯著優於對照組，顯示使用「情境感知教學」在學習內容與實境打卡地點間之場所相依性，較能增加學習者於學習過程的記憶，增進學習保留；使用「情境感知教學」之實驗組在學習動機的表現，顯著高於對照組，顯示透過情境認知的方式學習，有助於提升學習者的學習動機。

In this study, a context-aware English vocabulary learning system is constructed for both individual learning and peer learning environments on Facebook. The multiple-choice questions of vocabularies, which are related with the current location, will be proposed on the students’ “wall” when checking-in with mobile devices on Facebook. Students could learn the context-aware vocabularies by answering the questions and enhancing the learning retention. Meanwhile, the interactions, which are the replying and discussion on each vocabulary learning activity, between the friends on Facebook supports students a causal style of peer-learning environment and improves the learning motivation. The results illustrate that students in experimental group (context-aware learning with Facebook) and control groups (situated learning with Facebook) both improved their English vocabularies learning achievement. Moreover, students in experimental groups represent the learning retention and learning motivation are much better than control groups, which means students using of the context-aware English vocabulary learning system on Facebook can increase both the learning memory effects for a long duration, and motivate students to learn actively.