Reducing Forgetting Rate in EFL Students Using a Spaced Repetition-Powered Digital Game-Based Learning Application

Rahman, Farah Aulia; Amalia, Talitha; Lutfi, Musthofa

doi:10.35542/osf.io/fcz96

Cited by 2 publications

(1 citation statement)

References 33 publications

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“…The task was designed to be repeated three times in each phase of the bonus stage, where which will help the player to understand and remember the basic concept of the fuel cell. This was also supported by studies where repetitive tasks can help in memorizing as well as increasing understanding of basic knowledge [31,32]. In order to keep player interest throughout the games, this task needs to be improved, for as by raising the level of difficulty in each bonus stage.…”

Section: Discussionmentioning

confidence: 93%

The Usability of Digital Game-based Learning for Low Carbon Awareness: Heuristic Evaluation

Jalil¹,

Hasran²,

Noor³

et al. 2023

IJACSA

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Digital Game-based Learning (DGBL) that attracts many practitioners to engage students in promoting low carbon awareness has been understudied. The evaluation phase plays a crucial part in determining the usability of the learning material. This study aims to identify the usability of DGBL which consists of four components: game usability (GU), mobility (MO), playability (P), and learning contents (LC) from the perspective of targeted end-user using heuristic evaluation. This study will also provide recommendations to help improve the quality of any related DGBL for novice designers or practitioners. A prototype of DGBL was developed which aims to promote low carbon awareness by learning about fuel cell. The study was designed in two phases, which are (1) developing the heuristic evaluation instrument validated by experts and (2) playtesting to identify the issues of usability in DGBL via heuristic evaluation by targeted end-users, which are forty-six selected students aged fourteen years old. Hence, it shows that the DGBL prototype developed for fuel cell learning has succeeded in achieving learning objectives while promoting low carbon awareness.

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Section: Discussionmentioning

confidence: 93%

The Usability of Digital Game-based Learning for Low Carbon Awareness: Heuristic Evaluation

Jalil¹,

Hasran²,

Noor³

et al. 2023

IJACSA

View full text Add to dashboard Cite

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The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education

Panmei

Waluyo

2022

Education Sciences

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One of the persistent challenges in vocabulary teaching is that EFL students must learn a certain number of words to operate in English, yet class time is limited. While the usage of gamification applications may alleviate some of these issues, research on the usefulness of gamification apps and their potential to assist student vocabulary learning outside of the classroom is currently limited. This study used a quasi-experimental method to investigate the effects of gamified vocabulary learning using an application called Quizizz. It compared the learning outcomes of experimental and control groups, as well as the usefulness of gamification in boosting learner autonomy in vocabulary learning. Multiple independent t-tests revealed non-significant differences between students’ overall vocabulary test results in both groups (t (2, 98) = 1.920, p = 0.06) with a modest effect size (Cohen’s d = 0.3). Significant differences were noticed in the results of vocabulary tests 2 (t (2, 98) = 3.229, p = 0.002) and 4 (t (2, 98) = 3.465, p = 0.001), where the students in the experimental groups achieved higher scores (M = 13.63 and M = 12.60), yet no significant differences were noted in the results of vocabulary tests 1 and 2. Significant changes occurred in students’ perceptions of the application of gamification as a means for facilitating training (t (1, 49) = 2.269, p = 0.03) with a modest effect size (Cohen’s d = 0.2). Nonetheless, their perceptions of the use of gamification for enhancing learner autonomy in vocabulary learning did not significantly change before and after the interventions (t (1, 49) = 1.652, p = 1.05) with a very small effect size (Cohen’s d = 0.2). For pedagogy and research, the findings enhance our understanding that gamification apps can be integrated into vocabulary learning to facilitate vocabulary study and foster the growth of learner autonomy, yet utilizing a non-specifically built app for vocabulary learning may not produce better results than those who do not receive gamification support, even if learning outcomes remain good. More research exploring the impacts of integrating a non-specifically built app into English language teaching and learning is needed.

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Reducing Forgetting Rate in EFL Students Using a Spaced Repetition-Powered Digital Game-Based Learning Application

Cited by 2 publications

References 33 publications

The Usability of Digital Game-based Learning for Low Carbon Awareness: Heuristic Evaluation

The Usability of Digital Game-based Learning for Low Carbon Awareness: Heuristic Evaluation

The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education

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