Using a fine-grained multiple-choice response format in educational drill-and-practice video games

Beserra, Vagner; Nussbaum, Miguél; Grass, Antonio

doi:10.1080/10494820.2016.1172244

Cited by 8 publications

(3 citation statements)

References 66 publications

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“…A number of authors have researched the effect of MGBLLAs on EFL teaching and learning from the perspective of learners' motivation (Alamer, 2016;Avila, 2015;Beserra et al, 2017;Cam & Tran, 2017;De Freitas, 2006;Ebrahimzadeh & Alavi, 2016;Gozcu & Caganaga, 2016;Vasileiadou & Makrina, 2017;Saha & Singh, 2016). In their study of the (SoLoMo) game-based application, Lin et al's (2018) experimental group, which used the gaming application recorded better learning outcomes and increased motivation.…”

Section: Utilizing Mgbllas To Enhance Efl Learning Motivationmentioning

confidence: 99%

The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

Gamlo¹

2019

ELT

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This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students' motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English -EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students' motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students' motivation.

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Section: Utilizing Mgbllas To Enhance Efl Learning Motivationmentioning

confidence: 99%

The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

Gamlo¹

2019

ELT

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“…This is because through this technology it will make learning activities more effective. Drill and practice-based learning technology has a positive impact on the learning process (Beserra, Nussbaum, & Grass, 2016). Interactive multimedia combined with drill and practice provides learning facilities for students to practice doing questions.…”

Section: Discussionmentioning

confidence: 99%

Needs Analysis of Interactive Multimedia Based on Drill and Practice to Improve Motivation and Critical Reading Skills in Elementary Schools

Abdulah

Wangid

2021

Jur.Pend.Teo.Pen.Peng.

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Abstract: The purpose of this study was to analyze the needs of interactive multimedia based on drill and practice in elementary school. This research was conducted at an elementary school located in Sleman Regency, Yogyakarta, Indonesia. Participants in this study were 93 fifth grade students at elementary schools. The data in this study were obtained using a needs questionnaire from interactive multimedia based on drill and practice. The results of this study indicate that critical reading skills and student motivation are still low. So that in learning activities appropriate learning media is needed. Based on the results of the analysis of the needs for instructional media, students stated that they needed interactive multimedia based on drill and practice. The results of this study indicate that it is necessary to develop interactive multimedia based on drill and practice.Abstrak: Tujuan penelitian ini adalah menganalisis kebutuhan multimedia interaktif berbasis drill and practice di sekolah dasar. Penelitian ini dilakukan di sebuah sekolah dasar yang terletak di Kabupaten Sleman, Yogyakarta, Indonesia. Partisipan dalam penelitian ini adalah 93 siswa kelas V di sekolah dasar. Data dalam penelitian ini diperoleh dengan menggunakan angket kebutuhan dari multimedia interaktif berbasis drill and practice. Hasil penelitian ini menunjukkan bahwa kemampuan membaca kritis dan motivasi belajar siswa masih rendah. Sehingga dalam kegiatan pembelajaran diperlukan media pembelajaran yang sesuai. Berdasarkan hasil analisis kebutuhan media pembelajaran, siswa menyatakan membutuhkan multimedia interaktif berbasis drill and practice. Hasil penelitian ini menunjukkan bahwa perlu dikembangkan multimedia interaktif berbasis drill and practice.

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“…The aim of any pedagogical activity is to increase student learning, while considering the pace at which they learn (ChanLin, 2007) and engaging them in the learning process (Reeve, 2013). An educational drill-and-practice video game based on the Interpersonal Computer was used (Beserra, Nussbaum, & Grass, 2017), where each child works at their own pace on a shared screen (Kaplan et al, 2009). The interpersonal computer is a cheap alternative for introducing technology into the classroom (Pawar, Pal, & Toyama, 2006;Trucano, 2010).…”

Section: Teaching Toolmentioning

confidence: 99%

On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games

Beserra

Nussbaum

Oteo

2017

Journal of Educational Computing Research

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When performing a task in the classroom, it is essential to place the focus on learning. In the classroom, it is possible to distinguish between time spent by students on-task and off-task. The former is the time in which the student is focused on the learning task; the latter is the remaining time in which they focus on other activities. Understanding the relationship between the two is a concern for teachers, especially for those who teach mathematics and other subjects that are often considered unattractive by students. Given the opportunity afforded by educational video games to motivate and engage math students, an educational drill-and-practice video game was used in this study to practice second-grade arithmetic and study the students' on-task and off-task behavior. We found that when practicing arithmetic using an educational drill-and-practice video game, time on-task decreases during an activity (30 minutes) as well as over the course of the school year (March to December). This study has implications for the length of mathematics classes at schools as well as the need to vary activities during a class.

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Using a fine-grained multiple-choice response format in educational drill-and-practice video games

Cited by 8 publications

References 66 publications

The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

Needs Analysis of Interactive Multimedia Based on Drill and Practice to Improve Motivation and Critical Reading Skills in Elementary Schools

On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games

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