對國外學習者而言，因華語中的漢字特性與歐美語系所屬的拼音文字不同，容易產生詞彙認讀困難，進而削弱學習動機，在學習時，有明確目標能夠驅動學習，增強學習動機，另外，因語言具有交際實用性，故除了目標，情境也是推動語言學習的關鍵，科技能強化情境，如利用擴增實境、虛擬實境、感應等技術，然過去研究的情境塑造方式多偏重於實體或虛擬方式，較少探討虛實整合，故本研究開發一虛實整合之系統，整合互動媒材(實體)與數位的仿Line聊天室介面(虛擬)，並加入任務元素驅動學習者在情境中學習，希望透過此情境任務導向設計提高華語詞彙的學習成效、建立良好學習動機。
本研究目的為輔助以華語為外語之成人學習者學習詞彙，開發一款情境任務導向之華語詞彙學習系統（Contextualized-task-oriented Chinese Vocabulary learning system, CCV學習系統），以互動實體媒材與仿Line聊天室介面創建情境任務，達成虛實結合的學習方式，讓學習者動手完成日常任務，打造一個學習華語詞彙的新方法。藉此評估此系統作為華語詞彙學習教材之可行性以及影響，本研究探討以下兩個問題：（1）此情境任務導向之華語詞彙學習系統是否能提升華語為外語學習者之詞彙學習成效? （2）學習者使用情境任務導向之華語詞彙學習系統之華語學習動機為何?
研究對象為北部某大學華語語言中心39人，採受試者內設計及隨機分組前後測設計，將受試者隨機分為A、B兩組，A組學習者先使用CCV學習系統學習華語詞彙，再使用電腦閱讀電子書；B組學習者則反之，兩種教材中的目標詞彙及實驗流程皆相同，透過前、後測的詞彙測驗、ARCS問卷及文字回饋了解兩組教材之詞彙學習成效與學習動機。
研究結果表明，CCV學習系統與電子書皆對學習者的華語詞彙成效有正向的影響，但CCV學習系統與電子書兩組之間的進步幅度無顯著差異；在學習動機的部分，學習者使用CCV學習系統的學習動機（注意力、相關性、信心、滿意）高於電子書，且存在顯著差異，大部分的受試者覺得使用CCV學習系統學習的經驗很有趣，有繼續使用的意願。

For foreign learners, the characteristics of Chinese characters in Mandarin, different from the European and American languages, make it easy to encounter difficulties in recognizing vocabulary, thereby weakening the motivation to learn. In the process of learning, having clear goals can drive and enhance motivation. Additionally, language's practicality for communication means that, apart from goals, the context is also a key factor in promoting language learning. Technology can enhance the learning context through tools such as augmented reality, virtual reality, and sensors.
However, previous research has mostly focused on shaping contexts in either physical or virtual ways, with limited exploration of the integration of both. Therefore, this study integrates a virtual environment (a Line chat room interface) and a physical environment (tangible interactive materials). Task elements are introduced to drive learners to engage in the learning context. Through this contextualized task-oriented design, the aim is to improve the effectiveness of Chinese vocabulary learning and foster a strong learning motivation.
The purpose of this research is to assist adult learners of Chinese as a foreign language in vocabulary acquisition. It involves developing a Contextualized-task-oriented Chinese Vocabulary Learning System (CCV Learning System), featuring a Line-chatroom-like interface and interactive physical materials to create contextual tasks. This approach combines virtual and real-world elements, allowing learners to complete daily tasks hands-on and providing a novel method for learning Mandarin vocabulary. This study explores the following two research questions: (1) Can the contextualized-task-oriented Chinese Vocabulary learning system enhance the vocabulary learning performance of Chinese as a foreign language learners? (2) How is the motivation when learners use the contextualized-task-oriented Chinese Vocabulary learning system for learning Chinese?
The research subjects were 39 adult students from a Chinese language center in northern Taiwan. A pre-test and post-test design with a within-subjects and random group assignment was employed. Participants were randomly assigned to Group A or B. Group A learners used the CCV Learning System first, followed by reading an e-book on the computer. Group B learners followed the reverse order. The target vocabulary and experimental procedures were consistent in both instructional materials. Vocabulary tests, ARCS questionnaires, and textual feedback were used to assess vocabulary learning effectiveness and motivation.
Results indicated that both the CCV Learning System and the e-book had a positive impact on learners' Chinese vocabulary proficiency, with no significant difference in improvement between the two groups. In terms of motivation, learners using the CCV Learning System demonstrated higher motivation (attention, relevance, confidence, satisfaction) compared to the e-book, with a significant difference. Most participants found the experience of using the CCV Learning System interesting and expressed a willingness to continue using it.

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