在臺灣，英語能力日益受到重視，特別是在大學積極推動雙語教育的背景下。語言能力的關鍵之一是字彙習得，它是有效溝通的基礎。隨著科技的進步，遊戲式學習（Game-Based Learning, GBL）已成為一種有潛力的教學方式，用以豐富字彙學習體驗。近期研究指出，遊戲式學習透過互動性強、視覺豐富且具獎勵機制的平台，有助於提升學習動機與學習投入。
本研究旨在探討遊戲式學習對以英語為外語學習者在字彙習得方面的動機、學習投入及學業表現之影響。本研究採準實驗設計，為期十七週，對象為北臺灣某大學的兩個班級（N = 78）。其中一班（n = 37）透過遊戲式學習平台Blooket進行字彙教學，另一班（n = 41）則採傳統式教學法進行教學。實驗期間使用《VOICE 2》作為主要教材。量化資料透過字彙前後測、四次單元小測驗、一份評量學生的學習參與度問卷，以及一份評量學生的學習動機問卷進行蒐集。另透過對10位遊戲式學習組學生進行半結構式訪談，蒐集質性資料，以深入了解學生的學習的觀點與經驗。
研究結果顯示，雖然兩種教學方法皆顯著提升學生的字彙能力，遊戲式學習組的平均進步幅度略高，並在四次單元測驗中有三次表現優於傳統式教學組。此外，遊戲式學習組在行為、認知、情意與社會等各面向的學習參與程度均顯著高於傳統式教學組。就學習動機而言，遊戲式學習組在「課堂學習經驗」的感知上呈現顯著提升，但在「理想L2自我」與「應然L2自我」等更廣泛的動機構面上則未呈現顯著變化。質性資料亦支持量化結果，受訪學生普遍表示Blooket的互動性、競爭性與獎勵機制提升了他們的興趣、專注力與課堂參與意願。整體而言，本研究指出，若能有策略性地將遊戲式學習融入字彙教學中，不僅能有效提升學生的學習參與度，亦能正向影響其學習動機，對於尋求創新教學策略的英語教師具有重要的實務啟示。

English proficiency is increasingly important in Taiwan, especially as universities 
promote bilingual education. One key element of language proficiency is vocabulary 
acquisition, which is fundamental for effective communication. With the advancement of technology, game-based learning (GBL) has emerged as a promising approach to enrich vocabulary learning. Recent studies have emphasized that GBL can enhance motivation and engagement through interactive, visually rich, and reward-based platforms. 
This study aim to investigate the impact of GBL on English as a Foreign Language 
(EFL) learners’ motivation, engagement, and academic performance in vocabulary 
acquisition. A quasi-experimental design was implemented over seventeen weeks with two intact Level 2 English classes (N = 78) at a university in northern Taiwan. One class (n = 37) received vocabulary instruction through the GBL platform Blooket, while the other class (n = 41) was taught using traditional teaching (TT) methods. During the experiment, the textbook VOICE 2 was used as the primary reading material. Quantitative data were collected through pre- and post-tests of vocabulary proficiency, four unit-based vocabulary quizzes, and two validated questionnaires measuring students’ motivation and engagement. Additionally, qualitative data were gathered through semi-structured interviews with ten students from the GBL group to gain deeper insights into learners’ perceptions and experiences.
The results revealed that although both instructional methods significantly improved 
vocabulary acquisition, the GBL group demonstrated a slightly greater improvement and 
consistently outperformed the TT group in three out of the four unit quizzes. Moreover, the GBL group reported significantly higher levels of behavioral, cognitive, emotional, and social engagement. In terms of motivation, the GBL group showed a significant increase in their perceptions of classroom learning experience, though no significant changes were observed in broader motivational constructs such as the ideal L2 self or ought-to L2 self. Qualitative findings supported the quantitative results, with participants noting that the interactive, competitive, and rewarding nature of Blooket enhanced their interest, focus, and willingness to participate in class. Overall, the study suggests that game-based learning, when carefully integrated into vocabulary instruction, can effectively enhance 
student engagement and positively shape motivational experiences, providing valuable 
implications for EFL educators seeking innovative instructional strategies. 

Table of Contents 
CHAPTER ONE  1 
INTRODUCTION 1 
1.1 Background and Motivation  1 
1.2 Statement of the Problem  4 
1.3 Purpose of the Study  5 
1.4 Significance of the Study  9 
1.5 Conceptual Framework 9 
1.6 Definition of Terms 11 
1.7 Research Questions  12 
CHAPTER TWO  13 
LITERATURE REVIEW 13 
2.1 Vocabulary Acquisition  13 
2.2 Game-Based Learning (GBL)  17 
2.2.1 Theoretical Background of GBL  17 
2.2.2 Related literature on GBL and Vocabulary Acquisition  22 
2.2.3 Effects of GBL on EFL Students’ Learning Engagement  26 
2.2.4 Effects of GBL on EFL Students’ Learning Motivation  28 
2.2.5 Effects of GBL on EFL Students’ Academic Performance  32
CHAPTER THREE  35 
METHOD  35 
3.1 Participants 35 
3.2 Treatments 37 
3.3 Instruments  38 
3.3.1 Proficiency Test  38 
3.3.2 Vocabulary Test  39 
3.3.3 English Learning Engagement Questionnaire  40 
3.3.4 English Learning Motivation Questionnaire  41 
3.3.5 Semi-Structured Interview  42 
3.4 Materials  42 
3.5 Data Analysis  48 
3.6 Research Procedures  50 
CHAPTER FOUR  53 
RESULTS AND DISCUSSION  53 
4.1 Quantitative Data Analyses  53 
4.1.1 Analysis of the Overall Proficiency Scores of the GBL and TT Groups in Vocabulary Acquisition  53 
4.1.2 Analysis of the Vocabulary Test Scores for TT group and GBL group  57
4.1.3 Analysis of GBL Impact on Students’ Engagement to Learn English Vocabulary 58 
4.1.4 Analysis of GBL Impact on Students’ Motivation to Learn English Vocabulary 66 
4.2 Qualitative Data Analyses 73 
4.2.1 Students’ Engagement in Game-Based English Learning  74 
4.2.2 Students’ Motivation in Game-Based English Learning  80 
CHAPTER FIVE  84 
CONCLUSION  84 
5.1 Summary of the Major Findings  84 
5.2 Pedagogical Implications  87 
5.3 Limitations of the Present Study  89 
5.4 Suggestions for Future Research  90 
REFERENCES  93 
APPENDICES  116 
Appendix A. GEPT reading exam  116 
Appendix B. Vocabulary test  127 
Appendix C. English Learning Engagement Questionnaire  131
Appendix D. English Learning Motivation Questionnaire  133 
Appendix E. Semi-structured Interview Questions  135 

LIST OF FIGURES 
Figure 1 Framework of Game-Based and Playful Learning  20 
Figure 2 Candy Quest  43 
Figure 3 Pirate’s Voyage  44 
Figure 4 Monster Brawl  45 
Figure 5 Factory  46 
Figure 6 Detailed Performance Report-Overall  47 
Figure 7 Detailed Performance Report-Ranking  47 
Figure 8 Proficiency Scores of Each Group  56 
Figure 9 Vocabulary Scores of the Four Lessons in TT Group and GBL Group  57

LIST OF TABLES 
Table 1 Data Analysis  49 
Table 2 Schedule of the English Course  51 
Table 3 Independent t-Test Results – Proficiency Pretest of TT Group and GBL Group 54 
Table 4 Independent t-Test Results – Proficiency Posttest of TT Group and GBL Group 54 
Table 5 Paired samples t-Test Results – Proficiency Test within TT Group  55 
Table 6 Paired samples t-Test Results – Proficiency Test within GBL Group 55 
Table 7 Independent t-Test Results - Engagement  59 
Table 8 Paired Samples t-Test Results – Engagement of TT Group  62 
Table 9 Paired Samples t-Test Results - Engagement of GBL Group  64 
Table 10 Independent t-Test Results - Motivation  67 
Table 11 Paired Samples t-Test Results - Motivation of TT Group  69 
Table 12 Paired Samples t-Test Results - Motivation of GBL Group  71 

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