摘 要
技職生對學科的低學習意願，是台灣高等教育系統中的根本問題之一；主要原因包含較低的經濟社會文化資本、重學術輕實務的傳統觀念，以及無法因應學生個別程度差異的課程安排。英語學習（English as a Foreign Language, EFL）是其中受影響最大的學科之一，而遊戲化（gamification）則被視為解方，具低開發成本優勢的實體遊戲尤其值得期待。在台灣技職教育的環境中，從行動研究的研究取徑，本研究即探索實體遊戲結合學習活動以進行內容與語言整合學習的可能性。在專業英文課程中，本研究首先調整主流實體桌上型遊戲的背景敘事，使其能與課程內容的專業詞彙結合；繼而讓學生實際遊玩體驗，並調查學生對遊戲化學習活動的參與意願及學習成效。根據調查結果，超過70%的學生表示「能清楚記得」活動內容，對活動「有興趣」，且「願意再參加」，然而只有30%的學生表示曾經在課程以外的時間，「自己操作過」這個活動，顯示在「自發參與」方面仍有調整改善的空間。在學習成效方面，本研究進一步檢驗學生在專業單字學習的進步程度，去除離群值後的有效填答率為55.1%，有效填答的結果顯示65.1%的學生展現出5%以上的進步，更有46.5%的學生展現出20%以上的進步，約佔總人數的25.6%，值得持續研究關注。
關鍵詞：英語學習、遊戲化、技職教育、行動研究
Abstract
Lack of motivation towards academic subjects has been a persistent issue in Technological and Vocational Education (TVE) in Taiwan, with English as a Foreign Language (EFL) being particularly affected. The underlying reasons include low economic and socio-cultural capital, an overemphasis on academics over practical skills, and course arrangements that poorly address individual differences. Educational gamification offers a potential remedy, especially tangible games which are generally more cost-effective than digital ones. This study employs action research to investigate the potential of integrating tangible games with learning activities in the Taiwanese TVE context. The popular board game “Citadels” was chosen for its extensive vocabulary content. The game’s story and narrative were adapted to fit the class context and applied to the “English in Design Profession” course during the 2020/21 and 2021/22 academic years. In the first round, students’ motivation to participate was surveyed (80 respondents, 25% effective response rate). Results showed that 70% of students remembered and were interested in repeatedly participating in the gamified learning activity, though mostly within the classroom setting. In the second round, students voluntarily took pre- and post-tests on the given vocabulary, and their progress was assessed through comparison. After removing outliers (78 students, 55.1% effective response rate), 65.1% of students demonstrated vocabulary improvement of 5% or more, and 46.5% showed improvement of 20% or more. These results suggest meaningful potential, and further quantitative analysis is anticipated.
Keywords: EFL, Gamification, Technological and Vocational Education, Action research