Exploring How Gender and Enjoyment Impact Learning in a Digital Learning Game

The Impact of Mobile Digital Game in Learning Arabic Language at Tertiary Level

“…Besides, during the semi-structured interview sessions, a majority of the students expressed that they had experienced exposure to a new teaching and learning environment. The students were also more active in class (Alessi & Trollip, 1984;Amna et al, 2017;Azman et al, 2018;Baid & Lambert, 2010;Cardenas-Moncada et al, 2020;Cardinot, 2019;Chu & Hung, 2015;Ghazali et al, 2021;Hamzul & Nik Mohd Rahimi, 2015;Hou et al, 2020;Kirikkaya et al, 2010;Li & Tsai, 2013;Sahrir, 2011;Siti Nazleen & Zuliana, 2017;Wilfried et al, 2014), as the mobile digital game was able to develop a fun challenge and introduce freshness in their learning setting (Ibrahim et al, 2017;Papastergiou, 2009;Shin & Shin, 2011;Siti Nazleen & Zuliana, 2017;Yusoff, 2010). Students become more energetic and optimistic about achieving a full score for each game and level and develop a competitive setting among them.…”

“…Among the major causes of this status might be due to the practice of traditional strategies in teaching that reduce the excitement factor and lead to low motivation and lack of enjoyment in the Arabic classes. Therefore, in order to improve the learning environment, students should be taught in a more interactive way (Ghazali et al, 2021;Hou et al, 2020;Zaid Arafat et al, 2016) and exposed to electronic materials for self-learning practices (Rosni, 2017); thus, developing excitement and enjoyment in the Arabic classroom.…”

Learning analytics application to examine validity and generalizability of game‐based assessment for spatial reasoning

“…They report that the weights of evidence for the numbers of the gold and silver badges (ie, features created for overall mastery in the game) vary between female and male players, indicating that these two features might not be generalizable. Hou et al (2020) examined if male and female players differently benefit from playing a math game called Decimal Point using two versions of game learning‐ versus enjoyment‐focused. They report players who are more enjoyment‐focused learned more efficiently, and female players had higher learning gains than male players across all conditions.…”

“…Developing a well‐balanced GBA, a game that is both enjoyable and holds satisfying qualities as assessment, is challenging (Kim et al, 2016), particularly related to ensuring and examining psychometric qualities such as validity, fairness and generalizability (Kim & Ifenthaler, 2019). While still limited, the field has begun to understand how students' backgrounds (eg, gender, game experience) differentially influence one's performance and learning in educational games (Hou et al, 2020) and validity and generalizability (eg, Auer et al, 2022). Because the underlying assumption for the benefits of games is that the player enjoys the game (Fu et al, 2009), to what extent the player enjoyed the game, and thus how much genuine effort the player put forth, should be considered for assessment (eg, Hou et al, 2020; Kim & Shute, 2015).…”

“…While still limited, the field has begun to understand how students' backgrounds (eg, gender, game experience) differentially influence one's performance and learning in educational games (Hou et al, 2020) and validity and generalizability (eg, Auer et al, 2022). Because the underlying assumption for the benefits of games is that the player enjoys the game (Fu et al, 2009), to what extent the player enjoyed the game, and thus how much genuine effort the player put forth, should be considered for assessment (eg, Hou et al, 2020; Kim & Shute, 2015).…”