文法是學生學習英語的根基，藉由數位遊戲能輔佐學習理解、強化學習動機，進而提升學習意願與成效。然而遊戲的回饋設計是否適宜，會影響到學習者的動機與學習的品質。故本研究發展一套以英語文法為教學內容，結合自我調整學習策略與不同回饋方式的數位遊戲，協助提升學生英語文法學習成效，並進一步評估該遊戲對學生數位遊戲心流經驗與自我調節學習感受的影響。
本研究以國中三年級學生為研究對象，進行準實驗法研究設計，以班級為單位使用不同回饋系統來學習英語文法，實驗組使用「思考版」回饋系統，對照組使用「解答版」回饋系統，並以「英語文法學習成就測驗」、「數位遊戲心流量表」與「自我調節學習量表」來測量兩組學生使用系統後的表現與感受差異。研究結果顯示：（1）兩組學生的英語文法學習成效，在實驗介入前後並未達顯著差異，但仍有所進步，且實驗組低成就學生的學習成效有明顯提升（2）兩種回饋類型的遊戲，對學生數位心流經驗的「專注力」有顯著影響，且對高成就學生「專注力」經驗的影響也達顯著差異（3）兩種回饋類型的遊戲，對學生自我調節學習的「事前思考」有顯著影響，且對高成就學生「自我反思」感受的影響也達顯著差異。

English grammar is a necessity for learning English well. Digital games can aid learning, strengthen students’ motivation and increase learning aspiration and performance. However, the design of feedback will affect students’ motivation and learning quality. Hence, the aim of this this study is to design a digital game-based learning system combined with self-regulated learning and different types of feedback based on English grammar, hoping to make contribution to English grammar learning.
This research also further evaluates the influence of the game on students’ flow experience and self-regulated learning.
A quasi-experimental study design has been adopted for the study. Two classes in ninth grade in a junior high school were selected as participants while one of them is for experimental group, and the other is for control group. The two groups were assigned with different digital games: experimental group received ‘Consider’ feedback system while control group received ‘Answer’ feedback system. The study further investigated their influences on students’ learning achievement, flow experience, and self-regulated learning ability. The results showed that:（1）Students’ achievement showed no significant difference between experiment group and control group while the low achievers in experiment group performed significant　differences.（2）Students’ concentration of flow experience showed significant difference between two groups and the high achievers. （3）Students’ forethought phase of the self-regulation process showed significant difference between two groups, and the high achievers performed significant differences in self-reflection.

王偉存（2011）。遊戲回饋機制對玩家自我調節與遊戲經驗的影響─以音樂節奏遊戲為例。國立交通大學理學院碩士資訊科學與工程研究所碩士論文。
王淑玲（2004）。在網路學習環境中協助學生自我覺察科技創造力---子計畫四: 以自我調制學習之覺察歷程檢驗網路學習環境中之動機信念，行為層面與環境層面之交互作用及其對創造力之影響（I）。2004。
何瑞珠（2004）。從PISA剖析香港中學生的學習策略與學習成效關係。香港：香港教育研究所。
李中正（2010）。不同成就學生於模擬遊戲環境中程式學習效果之探究。國立中央大學網路學習科技研究所碩士論文，桃園縣。
李世忠（1992）。從電腦教學到超（串連）媒體。教育資料集刊，17，303-322。
李碧玉（2005）。台北地區小學英語文法教學之調查研究。國立高雄第一科技大學應用英語所碩士論文，未出版。
林妙修（2012）。運用意識提升英語文法教學於國小外語:文法學習之效益研究。國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文，1-165。
林建平（2005）。自律學習的理論與研究趨勢。國教新知，52，2，8-25。
林建平（2010）。低成就學童的家庭環境與自我調整學習之研究。新竹教育大學教育學報，27（1），93-125。
洪艤鈞（2009）。遊戲式英語句型學習對國小學生學習成效之影響。臺灣師範大學資訊教育學系學位論文，1-60。
張淑真（2006）。英語遊戲教學對國小五年級學生英語焦慮、學習動機與學習成就之研究，大葉大學教育專業發展研究所碩士論文，未出版。
陳嘉皇等（譯）（2003）。D.H. Schunk & B. J. Zimmerman著。自我調整學習:教學理論與實務。台北市：心理。
陸翰德（2016）。英雄學堂：以角色扮演遊戲促進學生目標設定。元智大學資訊傳播學系碩士班學位論文，1-59。
游光昭、蔡福興、蕭顯勝、徐毅穎（2004）。線上遊戲式的網路學習成效研究。高雄師大學報，17，289-309。
黃如妏（2015）。探討數位遊戲式學習和數位獎章機制對英語學習動機和學習成效之影響。中央大學網路學習科技研究所學位論文，1-71。
黃亮錡（2014）。演繹式與歸納式教學法對國小六年級生在英語過去簡單式的學習成效之研究。國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文，1-114。
黃淑真（2007）。外語學習動機理論的發展與教學研究的回顧。英語教學期刊，31（3），101-124。
黃翊豪（2013）。行動學習數位遊戲融入校園生態課程對 國小學童學習態度影響之研究。臺北科技大學互動媒體設計研究所學位論文，1-112。
黃博聖、劉政宏、陳學志（2017）。不同結果狀態對正負向回饋的注意與回憶效果。教育心理學報。
楊惠婷（2013）。回饋及信號數位教材設計對奈米科技學習之自我效能與自我調節之影響研究。交通大學理學院科技與數位學習學程學位論文，1-116。
趙珮晴、余民寧（2012）。自律學習策略與自我效能、學習興趣、學業成就的相關研究。Bulletin of Educational Research，58（3），1-32。
劉中琪、廖長彥、陳德懷（2013）。我的寵物打字: 心流式打字遊戲的設計與評估。數位學習科技期刊，5（2），27-44。
劉奕帆、廖冠智（2011）。魔術方塊之悅趣化空間感知設計研究。設計學報（Journal of Design），16（3）。
劉政宏（2002）。考試壓力、回饋方式對國小學生學習表現、自我價值及學習動機之影響。臺灣師範大學教育心理與輔導學系學位論文，1-210。
蔡福興、游光昭、蕭顯勝（2008）。從新學習遷移觀點發掘數位遊戲式學習之價值。課程與教學，11（4），237-277。
蔡福興、游光昭、蕭顯勝（2010）。影響數位遊戲式學習行為與學習遷移成效之因素探討。教育科學研究期刊，55（2），167-206。
賴景昌、林國仕（2004）。知識經濟。科學發展月刊，377，58-63。
Ablard, K. E., & Lipschultz, R. E.（1998）. Self-regulated learning in high achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90（1）, 94-101.
Azar, B.（2007）.Grammar-based teaching: A practitioner’s perspective. TESL-EJ, 11（2）, 1–12. Retrieved from http://www.tesl-ej.org/ej42/a1.pdf
Bardwell, R.（1981）. Feedback: How does it function? Journal of Experimental Education, 50, 4 – 9.
Bjork, R. A.（1999）. Assessing our own competence: Heuristics and illusions. In D. Gopher & A. Koriat（Eds.）. Attention and performance XVII: Cognitive regulation of performance. Interaction theory and application. Cambridge, MA: MIT Press, pp.435-459
Bloom, B. S.（1984）. The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13（6）, 4-16.
Brandl, K. K.（1995）. Strong and weak students' preferences for error feedback options and responses. The Modern Language Journal, 79（2）, 194-211.
Butler, D. L., & Winne, P. H.（1995）. Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65（3）, 245-281.
Carroll, J. B.（1963）. A model of school learning. Teachers college record.
Chen, H.（2000）. Exploring web users’ on-line optimal flow experiences. Dissertation, Syracuse University, Syracuse, NY, Unpublished.
Chen, Z. H., & Lee, S. Y.（2018）. Application-driven Educational Game to Assist Young Children in Learning English Vocabulary. Journal of Educational Technology & Society, 21（1）, 70-81.
Chen, Z. H., Lu, H. D., & Chou, C. Y.（2019）. Using game-based negotiation mechanism to enhance students’ goal setting and regulation. Computers & Education, 129, 71-81.
Clariana, R. B., & Smith, L. J.（1989）. The effects of AUC and KCR feedback on learners of different ability. In Annual meeting of the Mid-South Educational Research Association. Little Rock, Arkansas.
Clariana, R. B., Wagner, D., & Roher Murphy, L. C.（2000）. Applying a connectionist description of feedback timing. Educational Technology Research and Development, 48（3）, 5–21.
Csikszentmihalyi, M.（1975）. Play and Intrinsic Rewards. Journal of Humanistic Psychology, 15, 41-63.
Davis, F. D.（1989）. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
Dick, W., & Latta, R.（1970）. Comparative effects of ability and presentation mode in computer-assisted instruction and programed instruction. AV communication review, 18（1）, 33-45.
Ellis, R. & Loewen, S. & Erlam, R.（2006）. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368.
Ellis, R.（2006）. Current issues in the teaching of grammar: An SLA perspective. TESOL quarterly, 40（1）, 83-107.
Ellis, R.（2009）. Corrective feedback and teacher development. L2 Journal, 1（1）.
Erev, I., Luria, A., & Erev, A.（2006）. On the effect of immediate feedback. In Y. Eshet-Alkalai, Y., Caspi, A. & Yair, Y.（Eds.）, Learning in the Technological Era. Proceedings of the Chais Conference, March（Vol. 1, pp. 26-30）.
Erhel, S., & Jamet, E.（2013）. Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Findley, C. A., & Nathan, L. A.（1980）. Functional language objectives in a competency based ESL curriculum. Tesol Quarterly, 221-231.
Finneran, C. M., & Zhang, P.（2003）. A person–artefact–task (PAT) model of flow antecedents in computer-mediated environments. International Journal of Human -Computer Studies, 59（4）, 475-496.
Fishbach, A., Eyal, T., & Finkelstein, S. R.（2010）. How positive and negative feedback motivate goal pursuit. Social and Personality Psychology Compass, 4（8）, 517-530.
Fu, F. L., Su, R. C., & Yu, S. C.（2009）. EGameFlow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52（1）, 101-112.
Gardner, R. C., Tremblay, P. F., & Masgoret, A.（1997）. Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
Gardner, R.C.（1985）. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Garris, R., Ahlers, R., & Driskell, J.（2002）. Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33（4）, 441-467.
Gaynor, P.（1981）. The effect of feedback delay on retention of computer-based mathematical material. Journal of Computer-Based Instruction, 8（2）, 28 – 34.
Ghani, J. A.（1991）. Flow in human-computer interactions: Test of a model. In J. Carey（Ed.）, Human factors in management information systems: An organizational perspective. Norwood, NJ: Ablex.
Gitsaki, C. & Althobaiti, N.（2011）. “ESL teachers’ use of corrective feedback and its effectiveness on learners uptake.” The Journal of Asia. 7（1）, 197–219.
Greenblat, C. S.（1981）. Teaching with simulation games: A review of claims and evidence. In C. S. Greenblat & R. D. Duke（Eds.）, Principles and practices of
gaming-simulation（pp. 139-153）. Beverly Hills, CA: Sage Publications.
Gronlund, N.E.（1998）. Assessment of student achievement. Boston: Allyn & Bacon Publishing.
Hattie, J., & Timperley, H.（2007）. The power of feedback. Review of educational research, 77（1）, 81-112.
Haussamen, B., Benjamin, A., Kolln, M., & Wheeler, R. S. （2003）. Grammar alive! A guide for teachers. Illinois: National Council of Teachers of English.
Hays, R. T.（2005）. The effectiveness of instructional games: A literature review and discussion（No. NAWCTSD-TR-2005-004）. Naval Air Warfare Center Training Systems Div Orlando Fl.
Hogle, J. G.（1996）. Considering Games as Cognitive Tools: In Search of Effective "Edutainment". University of Georgia Department of Instructional Technology.
Huang, C. F.（2015）. The Effects of Three Different Instruction Methods on the Discrimination and Pronunciation of English Vowels by EFL Elementary School Students in Taiwan. 國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文, 1-115.
Hung, C. Y., Sun, J. C. Y., & Yu, P. T.（2015）. The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23（2）, 172-190.
Jackson, S. A. and Csikszentmihalyi, M.（1999）. Flow in Sports. Champaign: Human Kinetic.
Jackson, S. A.（2012）. The Oxford handbook of human motivation. Edited by Ryan, R. M. OUP USA.
Jonassen, D. H., & Hannum, W. C.（1987）. Research-based principles for designing computer software. Instructional Technology, 7 – 14.
Kiili, K.（2005）. Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8（1）, 13–24.
Kornell, N., & Bjork, B. A. （2007）. The promise and perils of self-regulated study. Psychonomic Bulletin & Review, 14, 219–224.
Kulik, J. A, & Kulik, C.-L. C.（1988）. Timing of feedback and verbal learning. Review of Educational Research, 58, 79-97.
Leutner, D.（1993）. Guided discovery learning with computer-based simulation games: effects of adaptive and non-adaptive instructional support. Learning and Instruction, 3, 113–132.
Magill, R. A., & Schoenfelder-Zohdi, B.（1996）. A visual model and knowledge of performance as sources of information for learning a rhythmic gymnastics skill.
International Journal of Sport Psychology, 27（1）, 7-22.
Mason, B. J., & Brnning, R.H.（2001）. Providing feedback in computer-based instrnction: What the research tells us. CLASS Research Report No. 9. Center for Instrnctional Innovation, University of Nebraska-Lincoln.
McGroarty, M.（1996）. Language attitudes, motivation, and standards. Sociolinguistics and language teaching, 3-46.
Nakamura, J.（1988）.Optimal experience and the uses of talent. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 319-326). New York, NY, US: Cambridge University Press.
Narciss, S.（2004）. The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51（3）, 214-228.
Nicol & Macfarlane-Dick（2006）. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31（2）, 199-218.
Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F.（2014）. Self-regulation and gender within a game-based learning environment. Journal of Educational Psychology, 106（4）, 961.
OCDE, O. O.（1996）.The knowledge-based economy. Organisation for economic cooperation and development, OEeD, OECD, 2, 1-46.
O'Neill, S.（1999）.Flow theory and the development of musical performance skills. Bulletin of the council for Research in Music Education, 129-134.
Pierfy, D. A.（1977）. Comparative simulation game research: Stumbling blocks and stepping stones. Simulation and Games, 8（2）, 255-268.
Prensky, M.（2001）. Digital game-based learning. New York: McGraw-Hill.
Risemberg, R., & Zimmerman, B. J.（1992）. Self‐regulated learning in gifted students. Roeper Review, 15（2）, 98-101.
Roper, W. J.（1977）. Feedback in computer assisted instruction. Programed Learning and Educational Technology, 14, 43–49.
Ryan, R. M., & Deci, E. L.（2000）. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25（1）, 54-67.
Sabourin, J. L., Shores, L. R., Mott, B. W., & Lester, J. C.（2013）. Understanding and predicting student self-regulated learning strategies in game-based learning environments. International Journal of Artificial Intelligence in Education, 23（1-4）, 94-114.
Sabourin, J., Shores, L. R., Mott, B. W., & Lester, J. C.（2012, June）. Predicting student self-regulation strategies in game-based learning environments. In International Conference on Intelligent Tutoring Systems（pp. 141-150）. Springer, Berlin, Heidelberg.
Sadeghi, K., & Dousti, M.（2013）. The Effect of Length of Exposure to CALL Technology on Young Iranian EFL Learners' Grammar Gain. English Language Teaching, 6（2）, 14-26.
Schmidt, R. A.（1991）. Motor learning & performance: From principles to practice. Human Kinetics Books.
Serge, S. R., Priest, H. A., Durlach, P. J., & Johnson, C. I.（2013）. The effects of static and adaptive performance feedback in game-based training. Computers in Human Behavior, 29（3）, 1150-1158.
Shute, V. J.（2008）. Focus on formative feedback. Review of educational research, 78（1）, 153-189.
Spock, P. A.（1987）. Feedback and confidence of response for a rule-learning task using computer assisted instruction. Dissertation Abstracts International, 48（5）, 1109.
Van den Boom, G., Paas, F., & van Merriënboer, J. J.（2007）. Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17（5）, 532-548.
Webster, J., Trevino, L. K., & Ryan, L.（1993）. The dimensionality and correlates of flow in human-computer interactions. Computers in Human Behavior, 9（4）, 411-426.
Yang, K. H.（2017）. Learning behavior and achievement analysis of digital game-based learning approach integrating mastery learning theory and different feedback models. Interactive Learning Environments, 1-14.
Yang, T. C., Chen, M. C., & Chen, S. Y.（2018）. The influences of self-regulated learning support and prior knowledge on improving learning performance. Computers & Education, 126, 37-52.
Zimmerman, B. J.（1986）. Becoming a self-regulated learner: Which are the key subprocesses. Contemporary educational psychology, 11（4）, 307-313.
Zimmerman, B. J., & Pons, M. M.（1986）. Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23（4）, 614-628.
Zimmerman, B. J.（1989）. A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81（3）, 329.
Zimmerman, B. J.（1990）. Self-regulated learning and academic achievement: An overview. Educational psychologist, 25（1）, 3-17
Zimmerman, B. J.（2002）. Becoming a self-regulated learner: An overview. Theory into practice, 41（2）, 64-70.