本研究欲探討在合作擬題的英語學習下，國中學生個人英語學習焦慮和不同類型求知性好奇心(epistemic curiosity, EC) I-type of EC 和D-type of EC的相關，並觀察這兩種類型的求知性好奇心，對於學習態度及後續學習成效的關係。
為了顧及臺灣國中英語教學環境實際需求以及合作學習的翻轉特質，本研究的教學設計先以教師講授的傳統英語教學進行；並於教師英語教學後，採用學生分組合作學習的方式，讓學生共同擬題，而後使用「作業TipOn」學習APP遊戲軟體，根據擬定的題目進行遊戲設計。
本研究採量化的驗證性分析，用結構方程模式進行數據分析研究；透過教學設計，讓學生針對老師所教授的內容進行統整、共同擬題及合作設計遊戲，而後接受其他小組遊戲設計的挑戰。在這融入翻轉教學、以學生為學習主體的遊戲設計與競賽合作學習互動過程中，探討個人英語學習焦慮對於不同類型求知性好奇心(EC) I-type和D-type的相關；進而觀察這兩種好奇心類型，在此合作擬題的英語學習方式下，對英語的學習態度以及後續英語學習表現(成績進步量)的影響。

This study integrated problem-posing and gamification in a game authoring system to explore how English learning anxiety affected students’ epistemic curiosity and correlated to English learning attitude and learning progress. 9th grade students joined in creating games with questions they posed and then played others’ games designed. Effective 73 questionnaires were collected for confirmatory factor analysis with structural equation modeling. According to statistical analysis, the result of this study shows that English learning anxiety is negatively correlated to two type ECs. Besides, I-type of EC has no significant correlation with English learning attitude, and D-type of EC, however, is positively associated with English learning attitude in following question posing steps. Finally, the result shows that English learning attitude is correlated with the learning outcomes. From the result, the study suggests teachers can use the game authoring system, named TipOn, to motivate students to learn lectured contents and enhance their learning outcomes.

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