本論文研究目的在於探討英語數位遊戲平台對於英語學習動機與學習成就之影響，採取準實驗研究法，研究對象以雲林縣國小四年級學生為樣本，三個班級人數共68位學生。實驗組使用英語數位遊戲平台作教學，實驗共進行20週，每週一節課。實驗教學前先對學生的英語學習動機進行前測，實驗教學後再利用學習動機後測及三次段考成績作為學習成就之量化結果，以探討英語數位遊戲平台是否會影響學生的英語學習動機與學習成就。 本研究主要發現如下：1. 接受英語數位遊戲平台教學之整體學生在英語學習動機量表總分表現上無顯著差異。2. 接受英語數位遊戲平台教學之整體和中、高成就學生在英語學習動機量表表現上無顯著差異；但低成就學生在英語學習動機量表前後測表現上有顯著提升。3. 接受英語數位遊戲平台教學之整體學生在學習成就分數上，未有顯著的差異：丙班學生在學習成就分數上，有顯著差異。 A procedure is to explord the the effectiveness of English E-learning platform on fourth-grade student’s English learning motivation and achievement. A qusi-experimental design was used. The study objects were sixty-eight fourth graders from three classes in an elementary school in YunLin county . The experiments teaching were conducted for 20 weeks.-one class per a week. After students took pretest on English learning motivation, the English E-learning platform was implenented in the English class of the experimental group. After experimental teaching, the posttest of English learning motivation and three monthly exams were used as quantitative results of English achievement. The purpose of this study is to find out the effectiveness of English E-learning platform in English motivation and achievement. The major findings of this research were as following:1. No significant difference was found in the experimental group on the total scores of English motivation scale.2. No significant difference was found in high-achievement and middle -achievement students on English motivation scale. But the scores of posttest on English learning motivation scale of low-achievement students higher than the pretest.3. No significant difference was found in all students of the experimental group in the English achievement. But class 403 imporved significantly in the English achievement.
