探討不同家庭背景學生對數位遊戲學習軟體使用意圖之差異：以新移民子女與一般學生為例

The Influence of Digital Game-based Learning Intention in the Different Family Background: A Case Study on New Immigrants' Children and Local Students

隨著臺灣家庭經濟能力落差增加，學生家庭背景的差異性也隨之增長，由於不同家庭背景之學生所能獲得的學習機會不相同，導致有些學生的學習投入與成效不盡理想。本研究主要目的在藉由數位遊戲式學習軟體協助學生學習，降低學生參與課外輔導的額外成本，避免有學生因經濟弱勢而無法參與課外輔導。因此，本研究特別針對不同家庭背景學生（新移民子女vs.一般學生）之數位遊戲式學習軟體使用意圖進行探討，採以價值為基礎採用模式（value-based adoption model），透過有用性、樂趣性、專門性、同儕壓力、價值認知、數位遊戲的涉入程度來探討學生影響數位遊戲式學習軟體的使用意圖之因素。本研究結果顯示，不同家庭背景之學生在使用數位遊戲式學習軟體時，會受到不同因素的影響，進而產生不同的使用意圖，因此，在採用數位遊戲式教學時，須依不同家庭背景學生給予不同的學習環境，以加強其使用意圖，進而增進其學習成效。

Due to the fact that the different family backgrounds' students might have different learning opportunities, it might affect the students' learning investment. Therefore, this study wants to explore the effect of digital game-based learning for the influence of learning effectiveness in different family background (new immigrants' children vs. local students). This study use “usefulness”, “pleasure”, “specialized”, “peer pressure”, “perceived value”, “the degree of involvement of digital games” as the main factors for students to explore the intention of digital learning game software by using value-based adoption model. The findings are that the intention of digital learning game of students are different when students with different family background. Therefore, teachers must find a suitable after-school tutoring to enhance the learning engagement for different family background's students.