本研究旨在探索數位遊戲平台在華語文教學中的應用效果，特別是針對五年級學生學習華語高位數字的輔助效果。隨著全球華語學習需求的增長，如何有效提升學生的學習成效和興趣成為華語教學的重要議題。數位工具，如 Gimkit 等線上遊戲平台，提供了即時互動、即時反饋等學習模式，能夠幫助學生更好地掌握華語學習中的重點和難點。本研究將此平台引入美國密西根州的僑校和主流學校，通過為期四週的實驗，對學生進行華語高位數字的教學輔助。
通過實驗結果比較，研究發現，Gimkit 平台能夠顯著提升學生的學習興趣，尤其是對於那些在傳統教學模式下感到學習困難的學生。數位遊戲平台在華語教學中的應用，除了提供有趣的學習體驗，還有助於將複雜的華語概念，如高位數字，變得更加易於理解。此外，調查數據顯示，學生普遍反映該平台不僅能夠降低學習難度，還提升了學習動機和學習效果，這表明遊戲化學習能夠促進學生的長期學習參與度。
進一步分析顯示，學校背景（僑校與主流學校）和性別在學生的學習成就上產生了不同的影響，僑校學生在華語學習上相對有更多的背景優勢，能夠在遊戲化學習中獲得更顯著的進步，而主流學校的學生則受益於 Gimkit 平台中即時反饋功能，有助於他們在非華語環境中進行高效的華語學習。性別方面的分析也顯示出，在數位遊戲學習中，男生和女生在學習成效上表現出的差異並不顯著，這表明 Gimkit 能夠平等地促進不同性別學生的華語學習。
本研究不僅為數位遊戲平台在華語文教學中的應用提供了實證支持，還為不同背景和程度的學生如何有效學習華語提出了具體的教學建議。透過將遊戲化學習融入華語文教學，教師可以為學生提供更加動態和個性化的學習體驗，這不僅能增強學生的學習成效，還能促進學生在語言學習中的長期參與度和學習動力。

This study aims to explore the application and effectiveness of digital game platforms in Chinese language teaching, specifically focusing on their auxiliary effects on fifth-grade students learning high-order numbers in Chinese. With the growing global demand for learning Chinese, how to effectively enhance students' learning outcomes and interest has become a critical issue in Chinese language education. Digital tools, such as the online game platform Gimkit, provide interactive and immediate feedback learning modes that can help students better grasp key and challenging points in Chinese language learning. This study introduced this platform into overseas Chinese schools and mainstream schools in Michigan, USA, and conducted a four-week experiment to assist students in learning high-order Chinese numbers.
Through a comparison of experimental results, the study found that the Gimkit platform significantly increased students' interest in learning, especially for those who found learning difficult under traditional teaching methods. The application of digital game platforms in Chinese language teaching not only provides an engaging learning experience but also helps simplify complex Chinese concepts, such as high-order numbers, making them easier to understand. Furthermore, survey data indicated that students generally reported that the platform not only reduced learning difficulty but also enhanced their motivation and learning outcomes. This suggests that gamified learning can promote long-term student engagement in learning.
Further analysis revealed that school background (overseas Chinese schools versus mainstream schools) and gender had different impacts on students' academic achievements. Students from Chinese schools, with relatively stronger cultural and language backgrounds, showed more significant progress in gamified learning. In contrast, students from mainstream schools benefited from Gimkit’s real-time feedback function, which supported their efficient learning of Chinese in non-Chinese-speaking environments. Gender analysis also showed that the differences in learning outcomes between boys and girls were not significant, indicating that Gimkit equally supports Chinese learning for students of different genders.
This study not only provides empirical support for the application of digital game platforms in Chinese language teaching but also offers specific teaching recommendations for effectively learning Chinese among students with different backgrounds and proficiency levels. By integrating gamified learning into Chinese language teaching, teachers can provide students with more dynamic and personalized learning experiences, which not only enhance their learning outcomes but also promote long-term engagement and motivation in language learning.

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