數位遊戲式之泰語學習：語言焦慮、自我效能對於情意表現因素及學習價值之相關分析

Thai Vocabulary Mobile Learning: Applying Achievement Emotion Theory to Explore the Correlates between Language Learning Anxiety, Self-Efficacy, Gameplay Anxiety and Interest, and Learning Value

遊戲式學習效用雖在諸多教育研究中獲得證實，但應用於第二外語學習上仍不常見，故本研究在基於成就情緒的控制價值理論及多媒體認知學習理論之下，應用一款數位遊戲APP幫助泰文初學者進行泰文字彙的學習，並探討其學習價值。本研究的有效參與者共162位，教學實驗共計4週，在第4週結束時進行問卷發放，所蒐集的問卷資料，經信度與效度考驗後，再以AMOS 20.0版統計軟體進行模式驗證，研究結果顯示：泰文語言焦慮對遊戲興趣具有負影響，但對遊戲焦慮具有正影響；自我效能對遊戲興趣具有正影響，但對遊戲焦慮具有負影響；遊戲興趣對學習價值有正影響，但遊戲焦慮對學習價值有負影響。

The utility of game-based learning has been confirmed in many educational studies. However, it is seldom seen in second foreign language learning. Therefore, based on the control value theory of achievement emotion and theory of multimedia cognitive learning, this study applies a digital game APP to help Taiwanese to learn Thai characters, then to explore the learning value. A total of 162 adults participated in this study. The teaching experiment lasted 4 weeks, after 4 weeks, participants were asked participate in a questionnaire survey. After AMOS 20.0 statistical test, the research results showed that Thai language learning anxiety (TLLA) is negatively related to gameplay interest; TLLA is positively related to gameplay anxiety; Thai language learning self-efficacy is positively related to gameplay interest; but negatively related to gameplay anxiety; Gameplay interest is positively related to learning value; on the other hand, gameplay anxiety is negatively related to the learning value.