「漢字大富翁」遊戲融入華語教學之成效研究

Abstract

對以中文為第二語言的學習者而言，漢字學習具高度挑戰性，特別是 在字形辨識、詞語認讀、書寫練習與口語應用等技能整合的過程中更顯困 難。許多學生在初學階段即產生學習焦慮，影響其學習動機與成效。有鑑 於􏰂，本研究設計並實施了一款結合漢字教學、詞語認讀、書寫練習及線 上影片互動的桌上遊戲──「漢字大富翁」，以創新且具趣味性的遊戲化學 習方式，提升二語學習者對漢字學習的參與度與學習興趣，並作為一種有 效的語言學習策略。本研究以美國耀中國際學校小學一年級 30 位多數以英語為母語的學 生為研究對象，依教學方式分為傳統教學的對照組與遊戲化教學的實驗 組。研究過程中透過前後測量化分析學生在聽、說、讀、寫四項語言能力 上的進􏰀情形，並輔以問卷調查了解學習動機與學習焦慮的變化，同時進 行課堂觀察與學生學習作品的質性分析。研究結果顯示，實驗組學生在遊 戲化學習歷程中展現出更高的學習積極性與參與度，對漢字的學習興趣顯 著提升，且學習焦慮感大幅降低。其語言能力在四項測驗中的表現亦顯示 出明顯進􏰀。進一􏰀分析顯示，學生的性別、語言背景及家庭居住環境等 變項，對學習成效並未造成顯著影響，顯示本教學法具有廣泛適用性。綜上所述，「漢字大富翁」不僅能有效激發學生的學習動機，降低其學 習焦慮，亦有助於提升其整體漢字能力與語言表達素養。本研究建議華語 教師可靈活運用􏰂類結合互動性與教育性的遊戲化學習設計，融入􏰁規課 程與課外輔導之中，作為補充教材或複習工具，以強化學生對漢字的理解 與實際運用能力，進一􏰀提升華語學習的成效與樂趣。Chinese character learning is often difficult for second language learners, especially when integrating character recognition, vocabulary reading, writing, and speaking. Learning anxiety often reduces beginners' motivation and results. To address this, the study designed and implemented a tabletop game “Chinese Character Monopoly” that combines character instruction, vocabulary practice, writing, and interactive video elements. This gamified learning method aims to boost student engagement and serve as a practical language learning strategy. The study involved 30 first-grade students at a U.S. international school, mostly native English speakers. They were divided into a control group (traditional instruction) and an experimental group (game-based instruction). Pre- and post-tests measured progress in listening, speaking, reading, and writing. Questionnaires assessed changes in learning motivation and learning anxiety, along with classroom observations and student work analysis. Results showed the experimental group had higher engagement, stronger interest in Chinese character learning, and lower anxiety. Their language skills improved significantly across all four areas. No major differences were found by gender, language background, or home environment, indicating broader applicability.In conclusion, “Chinese Character Monopoly” effectively enhances learning motivation, reduces learning anxiety, and improves Chinese character learning and language expression. Teachers are encouraged to adopt gamified learning strategies in regular and supplementary settings to strengthen character understanding and learning enjoyment.