The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English

Liu, Xiaohong; Zhu, Yinkun; You, Haining; Hong, Jon-Chao

doi:10.1080/09588221.2023.2297037

Cited by 2 publications

References 66 publications

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Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses

Hong,

Tai,

Tai

2024

Computer Assisted Learning

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BackgroundThis study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addresses these gaps by exploring the benefits of embodied interaction through the Shaking‐On game app, an embodied question‐response platform, in comparison to Kahoot.ObjectivesTo compare the learning effectiveness of the Shaking‐On app, which incorporates physical shaking interactions, with the conventional quiz platform Kahoot in promoting Mandarin learning and positive emotional experiences.MethodsA total of 158 junior high school students participated in the study, engaging in 15‐minute sessions once a week for 3 weeks in a formal classroom setting. Participants were divided into two groups: one using the Shaking‐On app and the other using Kahoot. The study employed a comparative analysis framework based on achievement emotion theory to evaluate learning outcomes and emotional responses. Furthermore, the classroom response system (CRS) analysis was used to assess the cognitive and affective parameters of the learning tasks in the Shaking‐On app and Kahoot, providing detailed insight into how different interactive tasks contributed to learning.Results and ConclusionsThe results indicated that the Shaking‐On app significantly enhanced Mandarin learning and engagement compared with Kahoot. Participants using Shaking‐On experienced higher levels of interactive situational interest and flow, while test anxiety remained consistent across both groups. These findings suggest that incorporating embodied interactions into digital learning tools can substantially benefit student engagement and learning outcomes. The study indicated that such apps could be effectively integrated into classroom settings to enhance student learning. Educators and game developers are encouraged to integrate such interactive elements to improve the efficacy and appeal of educational applications.

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Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses

Hong,

Tai,

Tai

2024

Computer Assisted Learning

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Revolutionizing Language Learning Beyond Tradition in Business Education 4.0

Hasan Polas,

Jahanshahi,

Samikon

et al. 2024

Advances in Educational Technologies and Instructional Design

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This study investigates the interplay of attitude, learning environment, motivation, technological adaptability, and self-confidence with English language proficiency, leveraging artificial intelligence (AI) tools within the context of the Business Education 4.0 era among university students in Bangladesh. Methodologically, a quantitative approach was employed, embracing positivism. A stratified random sampling technique was applied, yielding a sample of 433 university students from five universities who are currently studying at the Department of Business Administration in Dhaka, Bangladesh. Structured surveys were used to collect data from the respondents. To analyze the data, SPSS V.25 was used. Findings reveal a significant positive association between a learning environment and English language proficiency. Technological adaptability, facilitated by AI, positively influences language skills. Self-confidence plays a crucial role, aligning with Bandura's Social Cognitive Theory.

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The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English

Cited by 2 publications

References 66 publications

Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses

Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses

Revolutionizing Language Learning Beyond Tradition in Business Education 4.0

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