Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning.
Abstract: Memorizing English vocabulary is often considered uninteresting, and a lack of motivation exists during learning activities. Moreover, most vocabulary practice systems automatically select words from articles and do not provide integrated model methods for students. Therefore, this study c...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 3; pp. 315 - 324 |
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| Autor principal: | |
| Formato: | equations & formulas pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Jun2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129452906&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129452906 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2018 vid: 34 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 129452906 129452906 129452906 10.1111/jcal.12244 129452906 ppf: 315 ppct: 9 formats: tig: atl: Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning. aug: au: Wu, Ting‐Ting affil: Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, Taiwan sug: subj: English as a Second Language Vocabulary Learning Methods Motivation Computer-Assisted Instruction Games Attention Human Funding Source Students, College Taiwan Descriptive Statistics P-Value Pretest-Posttest Design T-Tests ab: Abstract: Memorizing English vocabulary is often considered uninteresting, and a lack of motivation exists during learning activities. Moreover, most vocabulary practice systems automatically select words from articles and do not provide integrated model methods for students. Therefore, this study constructed a mobile game‐based English vocabulary practice system, which imitates the popular block elimination game and combines test items of article, difficulty, and teacher model in accordance with curriculum objectives and demands. The participants were first‐year students and classified into traditional group (Group T) and game‐based group (Group G), and learning effectiveness and motivation were analysed in this study. According to statistical analysis results, students who used the game‐based vocabulary practice system, which could captivate their attention and interest, had higher learning effectiveness and provided positive feedback of learning motivation. Furthermore, English teachers could select teaching materials that are consistent with the features, knowledge, and cultural background of learners to improve the relevance dimension of learning motivation. pubtype: Academic Journal doctype: equations & formulas pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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