Effects of a mobile game on students' learning achievements and motivations in a clinical chemistry course: learning style differences

Bunyakul, Natinan; Wiwatwattana, Nuwee; Panjaburee, Patcharin

doi:10.1504/ijmlo.2022.121886

Cited by 8 publications

(7 citation statements)

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“…Además, la dinámica seguida en las experiencias de mobile learning en relación al trabajo de los estudiantes facilitó su autorregulación (Eom, 2022). Asimismo, la alta satisfacción de la experiencia se vinculó con el aumento de la motivación (Bunyakul, Wiwatwattana & Panjaburee, 2022).…”

Section: Discussionunclassified

“…El uso del mobile learning se ha extendido en la enseñanza universitaria debido a sus buenos resultados (Cabero-Almenara et al, 2019;Razzaque, 2020). Algunos de los resultados que se están obteniendo con la aplicación de esta metodología en la Universidad son: facilita la autorregulación de los estudiantes (Eom, 2022); mejora el rendimiento académico (Crompton & Burke, 2018;Troussas, Krouska & Sgouropoulou, 2020); aumenta la motivación (Bunyakul, Wiwatwattana & Panjaburee, 2022); e implica el desarrollo de la competencia digital (Dafonte-Gómez, Maina & García-Crespo, 2021).…”

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Implementación de los dispositivos móviles en educación superior: casos de buenas prácticas docentes

Rodríguez

Pombo

Domingo

2023

EDMETIC

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Los dispositivos móviles han adquirido un gran protagonismo en la educación en los últimos años. Además, su uso se ha intensificado a raíz de la pandemia por Covid-19. En este sentido, ante la multitud de experiencias educativas cabe discernir entre un buen uso del dispositivo móvil para llevar a cabo la práctica docente. El objetivo de este trabajo fue analizar estrategias de aprendizaje con dispositivos móviles para contar con modelos de buenas prácticas docentes. Para ello, se aplicó un diseño de estudio transversal a partir de la distribución de una encuesta en línea que incluyó una escala estandarizada y un cuestionario abierto. En el estudio participaron un total de 14 profesores, con edades comprendidas entre los 28 y 64 años (M = 48,42; DT = 10,67). Los resultados obtenidos muestran que los factores sociodemográficos no influyeron en el desarrollo de buenas prácticas docentes con dispositivos móviles. Por su parte, solo cinco docentes se identificaron como agentes de buenas prácticas docentes y fue recopilada la experiencia llevada a cabo en el aula. Finalmente, las buenas prácticas docentes son un tema de interés para contar con modelos prácticos que sirvan de referencia a otros docentes y puedan implementarse en la Universidad.

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Section: Discussionunclassified

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Implementación de los dispositivos móviles en educación superior: casos de buenas prácticas docentes

Rodríguez

Pombo

Domingo

2023

EDMETIC

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“…Among several learning approaches, situational game-based learning is considered a way to improve learning engagement through interactive learning contexts (Bunyakul et al, 2022;Lin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Among several learning approaches, situational game‐based learning is considered a way to improve learning engagement through interactive learning contexts (Bunyakul et al, 2022; Lin et al, 2020). However, since the learning content in the medical field is more serious, relatively few studies were found to adopt game‐based learning in medical education (Graham & Williams, 2016; Sanchez et al, 2016), which mainly focuses on medical or nursing skills (Lu et al, 2018; Yoo & Lee, 2015).…”

Section: Introductionmentioning

confidence: 99%

Elevating EFL learners' professional English achievements and positive learning behaviours: A motivation model‐based digital gaming approach

Chang,

Hwang

2023

Computer Assisted Learning

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BackgroundCultivating staff's professional English has become an imperative and challenging issue in English as a Foreign Language (EFL) countries. English for medical professionals is also the common language around the world for publishing new medical knowledge or reports. Therefore, Medical English for Health Professionals (MEHP) is a crucial required professional training program in nursing education. Its purpose is to improve nursing students' professional English so that they can directly understand the clinical medical information related to patients, thereby reading the latest international medical knowledge and participating in research themselves.ObjectiveThe MEHP program is commonly conducted in a large‐scale class using the lecturing approach, which is a passive learning mode lacking opportunities for individual students to experience learning contexts and to receive advice and guidance from the teacher. To solve this problem, the present study proposed a motivation model‐based professional English gaming approach.MethodTo verify the effects of the proposed approach, a quasi‐experiment was conducted in an MEHP program of a university to explore the effects of the approach on nursing students' learning achievements. In addition, the higher and lower achievers' behavioural patterns, as well as their perceptions of the learning approach, were investigated.Results and ConclusionsThe results showed that the motivation model‐based digital gaming approach improved the students' professional English achievements in the “application” dimension as well as their positive perceptions of learning professional English more than the conventional learning approach. Moreover, when learning with the proposed approach, the higher achievers revealed more positive behavioural patterns than the lower achievers. The main contributions of the study are the proposal of a motivation model‐based digital gaming approach, and showing the effectiveness of the proposed approach in helping trainees gain a deeper understanding of professional English and facilitating their positive learning behaviours in a course for medical English.

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“…Previous literature has proven their effectiveness from different perspectives. For example, it is believed that digital games can bring about positive learning outcomes, such as an increase in learners' self‐efficacy (Castañeda & Cho, 2016; Wang & Zheng, 2021), greater learning motivation (Bunyakul et al, 2022; Chen & Wu, 2021; Peterson, 2016), better critical thinking skills (Chen & Wu, 2021; Hussein et al, 2019), better communicative skills (Reinders & Wattana, 2015; Yamazaki, 2018) and collaborative learning skills (Pitura & Terlecka‐Pacut, 2018; Yamazaki, 2018). However, some researchers argue that a digital game, in itself, is not a sufficient learning tool.…”

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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Effects of a mobile game on students' learning achievements and motivations in a clinical chemistry course: learning style differences

Cited by 8 publications

References 0 publications

Implementación de los dispositivos móviles en educación superior: casos de buenas prácticas docentes

Implementación de los dispositivos móviles en educación superior: casos de buenas prácticas docentes

Elevating EFL learners' professional English achievements and positive learning behaviours: A motivation model‐based digital gaming approach

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

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