Exploring Interest Formation in English Learning through XploreRAFE+: A Gamified AR Mobile App

Abstract

The use of gamification and AR technology is found to have the capacity to enhance students’ interest. In this study, the researchers chose a class in a vocational college in China as a specific case that used the gamified AR mobile application, called XploreRAFE+. This study aimed to explore the use of XploreRAFE+ in the formation of learners’ interest in order to answer the research question: What is the process of interest formation among vocational college students in a gamified AR environment, and how does it sustain students’ motivation in learning English? The data for the study were collected via observations, interviews, and document analysis. The findings of the study indicated that in a gamified AR environment, vocational college students’ interest was triggered by piquing curiosity. This then led to optimal learning experiences, where eventually the students began to have positive perceptions of English lessons and were motivated to extend learning experience on their own. These three components of interest formation formed a dynamic loop where interest formation was developed in a cyclical process. It is proposed that a cyclical formation of interest developed through a gamified AR environment over time could sustain learners’ motivation.

Gamification in EFL/ESL instruction: A systematic review of empirical research

“…As shown in Supplementary Table 1 , although there were some drawbacks of using gamification, many empirical studies reviewed reported that both students and teachers held a positive attitude toward using gamification in EFL/ESL learning and teaching, because a gamified course system did increase students’ motivation to learn ( Liu and Chu, 2010 ; Hwang et al, 2017 ; Ge, 2018 ; Homer et al, 2018 ; Hung, 2018 ; Sun and Hsieh, 2018 ; Ho, 2020 ; Zou, 2020 ; Alawadhi and Abu-Ayyash, 2021 ; Almusharraf, 2021 ; Chen, 2021 ; Kaban and Karadeniz, 2021 ; Qiao et al, 2022 ), stimulate students’ interest and engagement in learning English ( Hung, 2018 ; Kingsley and Grabner-Hagen, 2018 ; Sun and Hsieh, 2018 ; Ho, 2020 ; Zou, 2020 ; Alawadhi and Abu-Ayyash, 2021 ; Wang et al, 2021 ), help to create an authentic language environment ( Wu et al, 2014 ; Mei and Yang, 2019 ), help students to make improvements in English skills performance and competence ( Sandberg et al, 2014 ; Hung, 2017 ; Hwang et al, 2017 ; Sevilla Pavón and Haba Osca, 2017 ; Lam et al, 2018 ; Hashim et al, 2019 ; Hong et al, 2020 ; Zou, 2020 ), foster the habit of self-learning and realize learning autonomy ( Sandberg et al, 2014 ; Rueckert et al, 2020 ), and help students to get better knowledge retention ( Ge, 2018 ; Chen et al, 2019 ).…”

The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

“…Wang et al ( 2021 ) found that introducing new technology, gamification, and AR technology as a mobile APP, acted as a drive to awaken students’ curiosity. This caused to attract students and stimulates their interest.…”

Ludificación en la carrera de enseñanza del inglés: mejorando la motivación por aprender técnicas de lectura

“…Otro punto importante es que se identifica que la mayoría de los estudios implementan la ludificación por periodos cortos de tiempo, por ejemplo, en actividades hechas en Kahoot y Quizzes. Aún así, se puede revisar que Philpott (2020) y Wang et al, (2021) ludificaron sus cursos por periodos prolongados de tiempo. Estos autores tienen en común que indicaron haber basado sus intervenciones en teorías de ludificación y de motivación, como lo es la teoría de la autodeterminación.…”