Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students' English vocabulary learning performance, anxiety and behaviors

Husnaini

International Journal of Science Education

2020

This study investigated the time effect of cooperative games on students' emotions of learning science and the treatment effect on their chemistry achievement. This quasi-experimental study compared the use of cards, board games, and riddles, and the use of conventional paper-and-pencil exercises to learn the basics of chemical elements and compounds, for a duration of 4 weeks. One hundred and fourteen ninth graders at an urban public high school in Taipei were involved. The results revealed that the experimental group had significantly higher positive emotion and lower negative emotion throughout the intervention period. While no time effect was observed for the experimental group, a significant time effect on positive and negative emotions in the comparison group using exercises was found: high achievers decreased their positive emotion, and middle to high achievers increased their negative emotion. Furthermore, low and middle achievers performed better when using games. However, no significant difference for the high achievers of the two groups was discovered. This study showed that conventional exercises were detrimental to middle and high achievers' learning emotions, although their concepts improved. Science teachers may try innovative activities such as collaborative games to maintain students' positive emotions and facilitate low achievers' conceptual learning.

Section: Discussionmentioning

confidence: 99%

Effects of games on students’ emotions of learning science and achievement in chemistry

Husnaini

International Journal of Science Education

2020

“…As one of the main types of technology-enhanced language learning [ 7 ], GBLL was widely reported as significantly useful for language learning [ 5 , 7 ]. For example, [ 33 ] proposed a cognitive complexity-based game. While playing this game, learners received instructional content and took learning tasks.…”

Section: Resultsmentioning

confidence: 99%

Game-based self-regulated language learning: Theoretical analysis and bibliometrics

2020

Game-based learning and self-regulated learning have long been valued as effective approaches to language education. However, little research has been conducted to investigate their integration, namely, game-based self-regulated language learning (GBSRLL). This study aims to conceptualise GBSRLL based on the combination of theoretical analysis, thematic evolution analysis, and social network analysis on the research articles in the fields of game-based language learning and self-regulated language learning. The results show that GBSRLL is a new interdisciplinary field emerging since the period from 2018 to 2019. Self-regulated learning strategies that can be performed in GBSRLL, the effects of GBSRLL on learners’ affective states, and the features in GBSRLL were the prominent research topics in this field. Its theoretical foundation centres on the positive correlations between learner motivation, self-efficacy, and autonomy and the implementation of game-based learning and self-regulated learning. It is feasible to conduct GBSRLL due to the strong supportiveness of game mechanics for various phases and strategies of self-regulated learning. More contributions to this new interdisciplinary field are called for, especially from the aspects of the long-term effects of GBSRLL on academic performance and the useful tools and technologies for implementing GBSRLL.

“…Anxiety is an evolutionary adaptive process commonly experienced in daily life [33] and negative emotions, such as learning anxiety, may lead to poor learning [34]. Related studies pointed out that the use of situational English vocabulary games based on cognitive complexity will increase students" English anxiety [35]. Therefore, this study uses gameplay anxiety to explore learners" perception of Kahoot"s gameplay anxiety applied to Thai language and culture courses, and analyzes the relationship between gameplay anxiety, gameplay flow and game progress performance.…”

Section: Gameplay Anxietymentioning

confidence: 99%

Applying Kahoot in Thai Language and Culture Curriculum: Analysis of the Relationship among Online Cognitive Failure, Flow Experience, Gameplay Anxiety and Learning Performance

Ye¹,

Watthanapas²,

Wu³

2020

IJIET

The benefits of game-based learning have been confirmed by many studies, and it has also been proven to be a method that can bring meaningful learning to learners. However, its application in Taiwan’s higher education stage is still infrequent, and only few related studies. Therefore, this study uses Kahoot with an interactive response system (IRS) mechanism as one of the curriculum teaching tools. The research adopted purposive sampling method. Participants were students from two universities in northern Taiwan who took Thai language and culture courses. The total number of valid participants was 103, including 25 males (29.8%) and 59 females (70.2%). This study was based on the theory of cognitive learning of multimedia learning, and the design of Kahoot’s game content. Based on the special CATLM and focus influence model, six research hypotheses were proposed to build a research model. The results showed that online cognitive failure was negatively correlated with gameplay flow; online cognitive failure was positively correlated with gameplay anxiety; gameplay flow was positively correlated with learning performance; gameplay anxiety was not correlated with learning performance; anxiety does not necessarily affect the effectiveness of game-based learning.