數位遊戲式學習融入雙語環境議題課程對學生學習動機與成效影響之個案研究

在全球化時代，永續發展已成為重要議題。台灣將其視為核心價值，並實施「十二年國民基本教育課程綱要」和雙語教育政策，培養更多具備議題思辯和語言能力的人才。然而，隨著新的雙語教學模式，學生需要同時兼顧語言和學科知識的學習，使得部分學習者因語言因素而感到挫折，降低了他們的學習動機，對學習成效產生影響。此外，由於教育部尚未審定雙語教科書，市面上的雙語教材供應相對不足，教師必須自行開發教材，也成為教師教學中的一大挑戰。已有許多相關研究指出數位遊戲式學習對學生的學習動機與成效有顯著的提升作用，並廣泛應用於教育領域，過去由於設備較不充足，難以於各學科中實施。教育部於2021年提出「推動中小學數位學習精進方案」，提供了相應的設備資源。因此，本研究以臺北市溫馨國小五年級三位學生為研究對象，研究者將自行編製的數位遊戲式學習教材融入雙語環境議題課程，進行一單元的教學，觀察學生操作數位遊戲式學習教材之過程，並在課程結束後，透過前、後測，瞭解數位遊戲式學習融入課程是否能有效提升學生學習成效，並以半結構式訪談，瞭解學習者的學習感受及觀點。同時，透過本研究深入了解數位遊戲式學習如何應用於雙語環境議題課程，以提升學生的學習動機與成效。

In the era of globalization, sustainable development has become an important topic. Taiwan has set this as one of our fundamental values and is implementing the“Curriculum Guidelines of 12-Year Basic Education”and bilingual education policies to train more capable individuals in terms of problem-solving skills and language proficiency. However, with the implementation of the bilingual teaching mode, students have to work on both language and subject learning simultaneously. Consequently, some learners who are not fluent in the language may feel frustrated due to language difficulties, which eventually results in a reduction of learning motivation and a decrease in learning achievement. In addition, the Ministry of Education has not approved bilingual textbooks, and bilingual teaching materials have quite small quantities on the book market. Teachers have to create their own resources, which has become a difficult task in the learning process. Numerous studies have indicated that digital game-based learning significantly enhances students' learning motivation and achievement and has been widely applied in the education field. In the past, due to inadequate equipment, it was challenging to implement in various subjects. In 2021, the Ministry of Education proposed the ''Enhancement Program for Digital Learning in Primary and Secondary Schools,'' providing corresponding equipment resources. Therefore, this study focuses on three fifth-grade students from Warmhearted Elementary School in Taipei City. The researcher integrates self-developed digital game-based learning materials into a bilingual environmental issues curriculum for one unit of instruction. The process of students using the digital game-based learning materials is observed, and through pre- and post-tests administered after the course, the achievement of integrating digital game-based learning into the curriculum is assessed. Additionally, semi-structured interviews are conducted to understand the learners' learning experiences and perspectives. Through this research, insights are gained into how digital game-based learning can be applied to bilingual environmental issues curriculum to enhance students' learning motivation and achievement.