数字化游戏对初中生英语学习能动性发展的影响研究

Research on the Influence of Digital Games on the Development of English Learning Initiative among Junior High School Students

摘要: 在教育数字化转型背景下，传统英语教学模式面临学生学习动机不足、语境缺失等问题。本研究基于ARCS动机模型，通过实验法探究游戏化学习对初中生英语学习能力的影响。实验选取黄冈市60名七、八年级学生，分为实验组(游戏化学习)和对照组(传统教学)。经8周干预，实验组口语水平增长12.50%，词汇量增长9.8%，实验组英语综合成绩提升3.27%，内在动机增幅达42.6%，显著优于对照组。研究表明，游戏化学习通过认知具象化与动机语言内化，为初中英语教学改革提供了新路径。

Abstract: In the context of educational digital transformation, traditional English teaching models face challenges such as insufficient student motivation and contextual deficiencies. This study investigates the impact of gamified learning on junior high school students’ English proficiency using the ARCS Motivation Model through experimental methods. Sixty seventh and eighth-grade students from Huanggang City were selected and divided into an experimental group (gamified learning) and a control group (traditional teaching). After 8 weeks of intervention, the experimental group showed a 12.50% improvement in oral proficiency, a 9.8% increase in vocabulary, a 3.27% rise in overall English scores, and a 42.6% surge in intrinsic motivation significantly outperforming the control group. The research demonstrates that gamified learning. Through cognitive concretization and motivational language internalization, it provides a new way for the reform of English teaching in junior middle school.