第二語言（L2）學習中，詞彙學習被視為一個關鍵但充滿挑戰的領域。本論文旨在探索數位遊戲式詞彙學習（Digital Game-Based Vocabulary Learning）在英語作為外語（English as a Foreign Language）中的有效性。非數位遊戲的詞彙教學方法較難激發學生的學習動機，並且有時無法達到預期的學習成果。相較之下，數位遊戲（Digital Games）提供了豐富的語境和練習來提升學生的學習動機與成效。
對於年紀較小的學習者和較低程度學習者來說，使用數位遊戲來學習單字被認為是一種有效的練習模式。然而，這種練習方法也有其缺點。包括學生可能更專注於遊戲而非學習目標和遊戲成癮的隱憂。儘管有這些負面因素的存在，許多研究指出數位遊戲對於英語詞彙學習有更多正面的影響。這一領域的整合分析已經提供了以研究設計為調節變量的觀察結果，但數位遊戲內部機制的相關議題卻尚未深入研究。
本研究旨在分析數位遊戲對於英語單字學習的整體有效性，通過篩選最新相關研究(年份至2023 年)，並引入遊戲內部機制的調節變量如「練習類型」與「遊戲模式」來評估它們對詞彙學習的影響。更進一步透過統合性迴歸分析來探討變量的交互作用，以及何種交互作用將顯著地影響效應值。
研究結果顯示，數位遊戲確實有益於英語詞彙學習。此外，整合分析的結果說明了「遊戲模式」是一個對單字學習有顯著影響的變量。另外，迴歸分析的結果指出「練習類型與研究設計」、「研究持續時間與研究設計」以及「設備類型與教育階段」三種交互作用對效應值有顯著的影響。最後，在變數重要性模型的結果中顯示，「設備類型」是最能解釋效應值變化的關鍵因素。

Vocabulary learning in a second language (L2) is considered an essential but challenging domain of language learning. This thesis attempts to explore the effectiveness of digital game-based vocabulary learning (DGBVL) in English as a foreign language (EFL). Non-digital teaching approaches may sometimes struggle to fully engage students and attain the desired learning results. In contrast, digital games (DGs) offer a combination of exposure, a range of contextual practice, and promoted motivation for learning.
Integration of digital games into vocabulary learning has been seen as a motivator, particularly among younger learners and those with lower proficiency levels. However, this approach also has its drawbacks, including potential distractions from learning objectives and addictive tendencies. Despite these disadvantages, the positive effects of digital games on vocabulary learning have been recognized. Previous meta-analyses in this domain have provided results of different moderators on the research design, but often overlooks issues related to the internal mechanism of digital games.
This meta-analysis aims to fill the gap in the literature by synthesizing the latest relevant research updated to 2023 and introducing new moderators such as “practice type” and “gameplay mode” to assess their impacts on vocabulary learning. This thesis employs meta-regression analysis to enhance our comprehension of moderator interactions and their significant impact on effect size differences.
Results indicated that digital games significantly enhance English vocabulary learning. Furthermore, the results of the moderator analysis suggested that “gameplay mode” is the moderator that has a significant impact on the outcome. In addition, the interactions between“practice type and research design,” “duration of treatment and research design,” and “device type and educational level” were found to have significant influence on the effect size differences. Lastly, “device type” was considered to be the most critical factor from the result of the multimodel inference test.

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