基於多媒體學習的認知情意學習理論，本研究採用「WordWall」線上數位遊戲來探討參與者複習華語以名詞、動詞、形容詞三種不同詞性的詞彙時，在華語文學習焦慮、遊戲學習興趣、遊戲焦慮與知覺遊戲學習的價值對遊戲進行中的影響。本研究採用準實驗研究法和問卷調查法來觀察以華語為第二語言學習者的情意變化，在研究實驗中，教師解說華語三種不同詞性的詞彙後，利用「WordWall」線上遊戲來進行複習。本研究有四十九名學生，家庭背景為印尼華僑，皆具備基本識字和華語基礎溝通能力，屬於初級華語學習者，運用華語三種詞性以名詞、動詞、形容詞帶入「WordWall」遊戲來複習，共進行七周時間，藉以了解華語學習者面對華語三種不同詞性的詞彙在「WordWall」圖案文字配對遊戲學習情緒的變化以及探索因性別、年齡和華語先備能力所產生的影響，其研究結果歸納出以下結論。
一、不同性別學生使用「WordWall」遊戲複習華語詞性的詞彙時，在華語文學習焦慮和學習興趣無男女性別差異，但在知覺遊戲學習的價值上，男性知覺遊戲學習的價值比女性高。
二、不同年齡層使用「WordWall」遊戲複習華語詞性的詞彙時，在華語文學習焦慮、遊戲學習興趣、遊戲焦慮與知覺遊戲學習的價值上皆無顯著差異。
三、華語學習者透過「WordWall」遊戲複習華語詞性的詞彙時，在華語文學習焦慮、遊戲學習興趣、遊戲焦慮與知覺遊戲學習的價值皆有高度相關，但在學習華語的詞性無相關。
四、華語先備能力使用「WordWall」遊戲複習華語詞性的詞彙時，其知覺遊戲學習的價值有差異。

Based on the cognitive-affective learning theory of multimedia learning, this study aims to apply the「WordWall」game to explore students, Chinese learning anxiety, learning affective state (game learning interest, game learning anxiety), and learning cognition ( learning value) in Chinese nouns, verbs and adjective learning with the help of digital games. This research uses quasi-experimental research methods and questionnaire survey methods to observe the affective changes of learners who use Chinese as a second language. In the research experiments, teachers utilized the 「WordWall」game to review Chinese nouns, verbs and ajectives words after explicating Chinese three different types of speech. There were forty-nine students in this present study. Their family background was Indonesian Chinese overseas. They all had basic literacy and basic communication skills in Chinese, but they were beginner Chinese learners. They used different parts of speech to bring them into the "Word Wall" game to review vocabulary in a total of seven weeks. With the aim of understanding the changes of Chinese language learners learning emotions in the 「WordWall」pattern text matching game in the face of different Chinese parts of speech, and to investigate the effects of gender, age, and the use of Chinese and non-Chinese at home, the results of the study are summarized as following conclusions:
1. The 「WordWall」game has no gender difference in Chinese language learning anxiety and interest, but in terms of perceived learning value, male students’ learning value is higher than female students.
2. When different age groups use the 「WordWall」game to review Chinese three different parts of speech, there are no significant differences in Chinese language learning anxiety, learning interest, and perceived learning value.
3. Learners who use non-Chinese communication at home to review Chinese three differesnt parts of speech through the 「WordWall」game have higher learning anxiety than learners who use Chinese to communicate at home.
4. Pre-ability Chinese language learners review Chinese nouns, verbs and adjective through the 「WordWall」game, there is a difference in perceived learning value of game learning.

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