A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students' learning perceptions and achievements

Komalawardhana, Narisra; Panjaburee, Patcharin; Srisawasdi, Niwat

doi:10.1504/ijmlo.2021.111596

Cited by 22 publications

(8 citation statements)

References 31 publications

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“…This finding suggests that personalization, interaction and convenience can strengthen users’ perceived value. The results are aligned with the research of Komalawardhana et al ( 2021 ), Qi et al ( 2021 ), Al-Adwan ( 2020 ). Besides, personalization and convenience will augment students’ confirmation about MOOCs.…”

Section: Discussionsupporting

confidence: 91%

“…It has been well-recognized that personalization is of huge importance for effective MOOCs learning given to the massive volume of a course (Yu et al, 2017 ). Komalawardhana et al ( 2021 ) reported that the personalized conceptual learning is helpful to promote students’ learning achievement. System quality in the e-learning system is positively associated with the confirmation of system (Lin & Wang, 2012 ).…”

Section: Research Model and Hypothesismentioning

confidence: 99%

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Understanding the impact of quality elements on MOOCs continuance intention

Shang

Wenfei

2022

Educ Inf Technol

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Online learning has captured much attention, while given for high dropout rate, continuance of MOOCs is now a most concerned critical topic in both research and practical field. From teaching-based quality and platform-based quality perspectives, this study aims to investigate the impact of quality elements on continuance intention based on Expectation Confirmation Model, Task Technology Fit, flow theory and trust. We conducted our research through online questionnaire from July to September in 2020 and collected 555 valid responses which were mainly from university students who had already participated in MOOCs. A Partial Least Square Structural Equation Model approach is employed to test the research model. The results show that teaching-based quality will increase both students’ task technology fit and confirmation, and platform-based quality can improve the confirmation and perceived value about learning in MOOCs. Task technology fit, confirmation and perceived value will further facilitate the using experience and enhance trust and satisfaction. This research comprehensively illustrates the importance of quality relevant to teaching and platforms on continuance intention of MOOCs.

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Section: Discussionsupporting

confidence: 91%

Section: Research Model and Hypothesismentioning

confidence: 99%

Understanding the impact of quality elements on MOOCs continuance intention

Shang

Wenfei

2022

Educ Inf Technol

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“…In addition, without careful design, digital games may lack proper guidance and support, emphasizing the necessity of incorporating pedagogy into game-based learning (Pivec et al, 2004). In order to achieve effective learning outcomes through digital games, a digital game should be designed based on a strong pedagogical foundation and instructional theories and strategies (Kebritchi, 2008;Komalawardhana et al, 2021;…”

Section: Introductionmentioning

confidence: 99%

“…In addition, without careful design, digital games may lack proper guidance and support, emphasizing the necessity of incorporating pedagogy into game‐based learning (Pivec et al, 2004). In order to achieve effective learning outcomes through digital games, a digital game should be designed based on a strong pedagogical foundation and instructional theories and strategies (Kebritchi, 2008; Komalawardhana et al, 2021; Wu et al, 2012). Among different teaching strategies and elements, feedback is acknowledged as a fundamental educational aspect within a digital game, and studies were conducted to delve into this aspect.…”

Section: Introductionmentioning

confidence: 99%

Effects of metalinguistic corrective feedback on novice EFL students' digital game‐based grammar learning performances, perceptions and behavioural patterns

Liu,

Hwang

2023

Brit J Educational Tech

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Learning with digital games has gained considerable popularity. While digital game‐based learning has the potential to improve learners' language learning achievement, engagement and motivation, there still exists a gap when it comes to providing effective feedback to learners within these games. Conventional digital games generally provide learners with immediate error correction, which could be of less help to learners when learning complex language content, such as grammar. In this study, a metalinguistic corrective feedback‐based digital gaming approach is proposed. Moreover, an experiment was conducted to explore how digital games, combined with metalinguistic corrective feedback, affect novice English learners' grammar learning achievement, as well as their perceptions of learning motivation, self‐efficacy and flow experience during learning. Lag sequential analysis was also applied to identify differences in the behavioural patterns of the two groups. A total of 76 university students participated in this study. The experimental group learned the target grammar via digital games combined with metalinguistic corrective feedback, whereas the control group learned with digital games combined with regular feedback, which is immediate error correction. The results suggest that metalinguistic corrective feedback has a positive impact on students' grammar learning, and benefits students who have lower initial intrinsic motivation and self‐efficacy. Different feedback types also lead to diverse learning behaviours. Practitioner notesWhat is already known about this topic Feedback has substantial potential within the domain of digital game‐based learning. Proper instructional theories and strategies should be considered when designing digital games to guide language learners to engage in meaningful learning. What this paper adds Feedback that directs learners to rectify errors by emphasizing grammatical rules and language structures is referred to as metalinguistic corrective feedback. This study proposed a metalinguistic corrective feedback‐based digital gaming approach to explore the efficacy of such feedback in digital games. In addition to learning outcomes, learners' learning behaviour patterns were also recorded and analysed in this study. Implications for practice and/or policy It is potentially worth integrating metalinguistic corrective feedback into digital games to facilitate language learners' learning performances and perceptions. Metalinguistic corrective feedback has the potential to support learners with lower self‐efficacy and motivation to learn complicated language content. Future research can integrate different feedback models into digital games and investigate their effectiveness.

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“…For instance, the systematic review found that learning outcomes includes the evaluation of performance, knowledge, achievement, or skills development like communication skills, interpersonal skills or motor skills (see studies for instance by El-Maghraby, 2021 ; Komalawardhana et al, 2021 ). Affective elements refers to learners’ perceptions, intentions, preferences, attitudes, values or beliefs (for example, see Hew et al, 2020 ; Sun et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Comprehensive evaluation of the use of technology in education – validation with a cohort of global open online learners

et al. 2022

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Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item “Comprehensive Evaluation of Use of Technology in Education” instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts.

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A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students' learning perceptions and achievements

Cited by 22 publications

References 31 publications

Understanding the impact of quality elements on MOOCs continuance intention

Understanding the impact of quality elements on MOOCs continuance intention

Effects of metalinguistic corrective feedback on novice EFL students' digital game‐based grammar learning performances, perceptions and behavioural patterns

Comprehensive evaluation of the use of technology in education – validation with a cohort of global open online learners

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