分析擴增實境數位學習遊戲位學習習機的影響（Analyzing Influences of AR Learning Digital Games from Learners’ Motivation）

学習モチベーションから分析する拡張現実（AR）学習デジタルゲームの影響

全球疫情爆發使得遠距離學習成為最新趨勢，亦突顯出提供沈浸式學習經驗科技的重要性。近年來雖有許多關於擴增實境在語言教學上的應用研究，這些研究結果的實用價值，卻因學習者只短暫使用擴增實境進行學習而有所侷限。此外，在日語教學研究中利用擴增實境的更為稀少。本研究將擴增實境使用時間增長至兩個學期，於各學期末使用IMMS習機問卷，測量擴增實境是否影響大學日語學習者的學習習機。研究結果顯示，第二個學期裡學生在IMMS四項要素上都有所提升，其中一項要素的增進甚至達到統計上的顯著。研究結果顯示，第二個學期裡學生在IMMS四項要素上都有所提升。針位學生意見進行的共現網絡分析及質性歸納分析顯示，擴增實境的確有助於學生集中注意力於課堂作業，且正面影響他們的口說技巧。

Due to the pandemic of COVID-19, distance learning has become the new standard. The importance of the technologies that provide immersive experiences is rising. Although applications of AR to language education have been actively studied recently, studies in Japanese language education are still undoubtedly scarce. The present study investigated whether two-semester-long use of AR learning digital games would influence university Japanese students’motivation. At the end of each semester, the students answered the IMMS questionnaire. Results show that the average students’responses on the four conditions that are necessary for students to become and remain motivated increased in the second semester. The results of Co-occurrence Network Analysis and Qualitative and Inductive Analysis of students’comments also exhibit that AR learning games helped them stay focused on the assignments and were perceived positively to improve their speaking skills.