| 1 |
Factors Influencing Students’ Intention to Use E-Textbooks and Their Impact on Academic Achievement in Bilingual Environment: An Empirical Study Jordan
|
|
|
|
In: Information; Volume 13; Issue 5; Pages: 233 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Effect of Task-Based Learning on Secondary Students’ Academic Achievement and Interest in English Language Learning in Anambra State
|
|
|
|
In: Studies in Literature and Language; Vol 24, No 1 (2022): Studies in Literature and Language; 58-64 ; 1923-1563 ; 1923-1555 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The Influence of Learners’ Cognitive Style and Testing Environment Supported by Virtual Reality on English-Speaking Learning Achievement
|
|
|
|
In: Sustainability ; Volume 13 ; Issue 21 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Comparing Collaborative and Cooperative Game Play for Academic and Gaming Achievements
|
|
|
|
In: Educational Technology Faculty Publications and Presentations (2020)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
外語學習者對於手機裝置為語言學習工具之實務評估 ; Practical Evaluation of a Mobile Language Learning Tool for EFL Learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern
|
|
|
|
In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
|
|
|
|
In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Relationship between Students' Learning Interests with their Language Learning Achievement ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Relationship between Students' Learning Interests with their Language Learning Achievement ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The Implementation of Visual, Auditory, Kinesthetic (VAK) Learning Model in Improving Students’ Achievement in Writing Descriptive Texts
|
|
|
|
In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 142-149 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The Influence of Family’s Support for Students English Learning Achievement at Elementary School Age
|
|
|
|
In: English Language Teaching Educational Journal, Vol 2, Iss 2, Pp 90-101 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019
|
|
|
|
Abstract:
[EN] This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68 papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes. ; Azzouz Boudadi, N.; Gutiérrez-Colón, M. (2020). Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019. The EuroCALL Review. 28(1):40-56. https://doi.org/10.4995/eurocall.2020.12974 ; OJS ; 40 ; 56 ; 28 ; 1 ; Bandura, A. (2012). Social cognitive theory. In P. A. Van Lange A. W. Kruglanski & E. T. Higgins Handbook of theories of social psychology: volume 1 (pp. 349-374). London: SAGE Publications Ltd. https://doi.org/10.4135/9781446249215.n18 ; Barcena, E., & Sanfilippo, M. (2015). The audiovisual knowledge pill as a gamification strategy in second language online courses. Circulo de Linguistica Aplicada a La Comunicacion, 63, 22- 151. https://doi.org/10.5209/rev_CLAC.2015.v63.50172 ; Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD Research, 1(1), 19-42. Retrieved from https://urlzs.com/HTjvG%0A ; Beatty, K. (2013). Teaching and researching computer-assisted language learning, second edition. London, UK: Routledge. https://doi.org/10.4324/9781315833774 ; Berns, A., Isla-Montes, J.-L., Palomo-Duarte, M., & Dodero, J.-. (2016). Motivation, students' needs and learning outcomes: A hybrid game-based app for enhanced language learning. SpringerPlus, 5(1). https://doi.org/10.1186/s40064-016-2971-1 ; Bustillo, J., Rivera, C., Guzmán, J., & Ramos, L. (2017). Benefits of using a mobile application in learning a foreign language. Sistemas & Telemática, 15(40), 55- 68. https://doi.org/10.18046/syt.v15i40.2391 ; Cardoso, W., Rueb, A., & Grimshaw, J. (2017). Can an interactive digital game help French learners improve their pronunciation? In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions - short papers from EUROCALL 2017 (pp. 67-72). Researchpublishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.691 ; Castañeda, D. A., & Cho, M.-H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204. https://doi.org/10.1080/09588221.2016.1197950 ; Chapelle, C. A. (2003). English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam/Philadelphia: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.7 ; Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. Modern Language Journal, 93(1), 741- 753. https://doi.org/10.1111/j.1540-4781.2009.00970.x ; Chapelle, C. A. (2016). Call in the year 2000: A look back from 2016. Language Learning and Technology, 20(2), 159-161. https://doi.org/http://hdl.handle.net/10125/44468 ; Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York, USA: Academy of Management Review. ; Deci, E. L., & Ryan, R. M. (2010). Self-Determination. In The Corsini Encyclopedia of Psychology. https://doi.org/10.1002/9780470479216.corpsy0834 ; Deterding, S., Khaled, R., Nacke L.E. and Dixon, D. (2011). Gamification: Toward a Definition. In CHI 2011 Gamification Workshop Proceedings, Vancouver, 2011 (pp. 1215.). https://doi.org/978-1-4503-0268-5/11/0 ; Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5 ; Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology and Society, 18(3), 75- 88. https://doi.org/10.1109/EDUCON.2014.6826129 ; Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education. https://doi.org/10.1016/j.compedu.2012.12.020 ; Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. New York. https://doi.org/10.4324/9781315779553 ; Figueroa Flores, J. F. (2015). Using gamification to enhance second language learning. Digital Education Review, 27, 32-54. Retrieved from http://revistes.ub.edu/index.php/der/article/view/11912/pdf ; Gafni, R., Biran Achituv, D., & Rahmani, G. (2017). Learning Foreign Languages Using Mobile Applications. Journal of Information Technology Education: Research, 16, 301- 317. https://doi.org/10.28945/3855 ; Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House Publishers. ; Godwin-Jones, R. (2015). Emerging technologies the evolving roles of language teachers: trained coders, local researchers, global citizens. Language, Learning and Technology, 19(1), 10-22. ; Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. In Proceedings of the Annual Hawaii International Conference on System Sciences (pp. 3025-3034). https://doi.org/10.1109/HICSS.2014.377 ; Hew, K., Huang, B., Wah Samuel Chu, K., & Chiu, D. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92-93, 221- 236. https://doi.org/10.1016/j.compedu.2015.10.010 ; Hubbard, P. (2008). CALL and the Future of Language Teacher Education. CALICO Journal, 25(2), 175. https://doi.org/10.11139/cj.25.2.175-188 ; Hung, H.-T. (2017). Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983-995. https://doi.org/10.1080/10494820.2016.1240090 ; Iaremenko, N. (2017). Enhancing English language learners' motivation through online games. Information Technologies and Learning Tools, 59, 126-133. https://doi.org/10.33407/itlt.v59i3.1606 ; Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, USA: Pfeiffer & Company. https://doi.org/10.1145/2207270.2211316 ; Kétyi, A. (2016, September 1). From Mobile Language Learning to Gamification: an Overlook of Research Results with Business Management Students over a Five-Year Period. Innovating in the Didactic Second Language Scenario Innovating in the Didactic Second Language Scenario: New Mobile, Open and Social Model, Edition: Monográfico I., 45-59. Retrieved from https://urlzs.com/iZXtM ; Li, L. (2016). Benefits of CALL in lexico-grammatical acquisition. The Routledge Handbook of English Language Teaching (p. 463). London and New York: Routledge. ; Liu, Y., Holden, D., & Zheng, D. (2016). Analyzing students' Language Learning Experience in an Augmented Reality Mobile Game: An Exploration of an Emergent Learning Environment. Procedia - Social and Behavioral Sciences, 228, 369-374. https://doi.org/10.1016/j.sbspro.2016.07.055 ; MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. Individual Differences and Instructed Language Learning, 2, 45-68. https://doi.org/10.1075/lllt.2.05mac ; Marczewski, A. (2019). Introduction to Gamification Part 4: Motivation (R.A.M.P, Maslow, SDT and more). Retrieved from https://www.gamified.uk/2019/01/30/introduction-to-gamification-part4-motivation-r-a-m-p-maslow-sdt-and-more/ ; Mateo-Gallego, C., & Ruiz Yepes, G. (2018). Terapias de errores con aprendizaje móvil y gamificación: estudio comparativo en español de los negocios. Folios, 48, 121-135. https://doi.org/10.17227/folios.48-8139 ; Munday, P. (2016). The case for using Duolingo as part of the language classroom experience. RIED. Revista Iberoamericana de Educación a Distancia, 19 (1), 83-101. https://doi.org/10.5944/ried.19.1.14581 ; Palomo-Duarte, M., Berns, A., Cejas, A., Dodero, J. M., Caballero, J. A., & Ruiz-Rube, I. (2016). Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 7(2), 53-67. https://doi.org/10.4018/IJHCITP.2016040104 ; Perry, B. (2015). Gamifying French Language Learning: A Case Study Examining a Quest-based, Augmented Reality Mobile Learning-tool. Procedia - Social and Behavioral Sciences, 174, 2308- 2315. https://doi.org/10.1016/j.sbspro.2015.01.892 ; Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50, 258-283. https://doi.org/10.1080/00461520.2015.1122533 ; Purgina, M., Mozgovoy, M., & Blake, J. (2019). WordBricks: Mobile Technology and Visual Grammar Formalism for Gamification of Natural Language Grammar Acquisition. Journal of Educational Computing Research. https://doi.org/10.1177/0735633119833010 ; Rickinson, M., & May, H. (2009). A Comparative Study of Methodological Approaches to Reviewing Literature. UK : Higher Education Academy ; Severengiz, M., Roeder, I., Schindler, K., & Seliger, G. (2018). Influence of Gaming Elements on Summative Assessment in Engineering Education for Sustainable Manufacturing. In Procedia Manufacturing (pp. 429-437). https://doi.org/10.1016/j.promfg.2018.02.141 ; Sheldon, L. (2012). The Multiplayer Classroom: Designing Coursework as a Game. Boston, MA: Cengage Learning. ; Skinner, B. F. (1958). Teaching machines. Science. https://doi.org/10.1126/science.128.3330.969 ; Werbach, K., & Hunter, D. (2012a). For the win: How game thinking can revolutionize your business. Wharton Digital Press. ; Werbach, K., & Hunter, D. (2012b). The Gamification Toolkit Game Elements. In For the Win: How Game Thinking Can Revolutionize Your Business. https://doi.org/10.1017/CBO9781107415324.004 ; Zichermann, G. (2011). Intrinsic and extrinsic motivation in Gamification. Retrieved from https://www.gamification.co/2011/10/27/intrinsic-and-extrinsic-motivation-in-gamification/
|
|
Keyword:
Computer-Assisted Language Learning (CALL); Gamification; Learning achievement; Motivation; Second Language Acquisition (SLA)
|
|
URL: https://doi.org/10.4995/eurocall.2020.12974
http://hdl.handle.net/10251/146453
|
|
BASE
|
|
Hide details
|
|
|
| 16 |
Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
|
|
|
|
In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
|
|
|
|
In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Ακρίβεια των απόψεων-κρίσεων των εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης στην αξιολόγηση των μαθησιακών δυσκολιών μέσω της σχολικής επίδοσης ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Early alert systems using learning analytics to determine and improve student engagement and academic success in a unit: student and teacher perspectives
|
|
Atif, Amara. - : Sydney, Australia : Macquarie University, 2019
|
|
BASE
|
|
Show details
|
|
|
|
|
