遊戲在第二外語教學上已被廣泛運用數十餘年。許多相關研究指出數位遊戲學習能夠幫助英語學習者從中獲益，特別是字彙學習。然而，鮮少研究探討遊戲中字彙呈現之方式，是否與學習者對字彙的注意有所關聯。因此，本研究比較英語學習者玩遊戲與觀看遊玩者的影片後之字彙習得成效，並進一部探討字彙於遊戲中的呈現方式與字彙學習成效之關聯性。

三十位就讀台北市某大學的大一學生參與此研究，且平均隨機分配至玩遊戲組及影片觀看組。首先，兩組在遊戲及觀看影片前皆接受單字翻譯題已確認他們對於研究目標單字的先備知識。接下來，遊戲組開始以任天堂Switch主機進行約一小時的3D冒險遊戲 (The Legend of Zelda: The Breath of Wild)，並針對每一個遊戲組的受試者進行同步遊戲攝錄，所錄下的影片，將隨機派給觀看影片組中的受試者進行觀看。為比較兩組之字彙學習情況，於遊戲後兩組受試者接受單字後測，問卷，以及自願性的簡短訪談。

研究結果顯示兩組受試者於字彙翻譯皆有顯著進步，其中以遊戲組進步幅度較大。再者，字彙出現頻率以及字彙呈現方式與其學習成效的關聯性分析顯示出，相較於高頻字彙，學習者於低頻字彙上的學習成效較佳，主要原因為大部分低頻字彙有圖片和上下文的輔助，而高頻字彙大多缺少如此的輔助。此外，相對應圖片輔助、不同顏色的標示以及顯示於遊戲對話框之中，更有助於受試者注意到該字彙，進而了解並應用該字彙。

最後，透過問卷及簡短訪談，兩組受試者皆對於使用此款遊戲來學習抱予正面評價，且對於未來持續進行數位遊戲式的英語字彙學習，表達高度的意願。本研究之結果亦鼓勵英語教師們能善加融入數位遊戲於教學中，無論是課堂中的活動設計，抑或是協助學生在課堂之外的自主學習，皆能藉由遊玩數位遊戲之過程中，學習英文字彙。此外，希望透過數位遊戲式的英語學習，英語學習者有更多的機會進行積極且投入的遊戲體驗與學習，加上遊戲過程中所帶來的樂趣，進而提升自身英語學習動機。

Digital games have been popular for decades and widely applied to second and foreign language teaching and learning. Abundant studies revealed that digital game-based learning can benefit EFL learners in their vocabulary learning particularly. However, little research has investigated whether the ways of vocabulary being presented in digital games are correlated with vocabulary learning effect. This study aims to compare the effect of playing game and watching videos of the game on EFL learners’ vocabulary learning and to further explore the correlation between vocabulary presentation in the game and vocabulary learning.

Thirty first-year students studying at a university in Taipei City were recruited to the study and they were randomly assigned to either player or watcher group. Prior to the respective treatment, participants in both groups were required to take a vocabulary-translation pre-test to ensure their prior knowledge about the target words. Afterwards, the player group played a 3D adventure game on Nintendo Switch, The Legend of Zelda: The Breath of Wild. Every player’s gameplay were simultaneously recorded for watchers to view. An immediate vocabulary-translation post-test, a questionnaire, and a semi-structure interview were implemented to compare participants’ performance on vocabulary learning.

The results showed that both groups made significant improvement on vocabulary translation. It is players that performed better than watchers did. Furthermore, the findings from Pearson Correlation first showed learners better learn the words with lower frequency than those with higher frequency and the possible explanation behind this result may be the absence of visual and contextual cues for most of the higher-frequency words in the game. Analysis of the findings from Pearson Correlation also that suggested that words with images, words in different colors and words in dialogues with NPCs better elicits learners’ attention, thus providing them greater opportunities to understand and apply the words.

Learners’ comments and responses to both questionnaire and interview questions showed their positive attitude toward the language learning via the game. They also viewed digital-game based learning as one of the most potential and helpful ways to vocabulary learning and they were willing to adopt it for the purpose of learning. The findings thus encourage teachers to adopt games either for classroom tasks or for learners’ individual learning outside the classroom. It is also believed that learners with low learning motivation can benefit from digital-game based language learning environments which provide them with greater opportunities to engage in active learning with more fun.

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