Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence From Students' Learning Achievements, Perceptions and Behavioural Patterns.
Background: While both Content and Language Integrated Learning (CLIL) and Digital Game‐Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual educ...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 6; pp. 1 - 18 |
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| Autores principales: | , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2025
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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=189524196&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189524196 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2025 vid: 41 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 189524196 189524196 189524196 10.1111/jcal.70136 189524196 ppf: 1 ppct: 17 formats: tig: atl: Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence From Students' Learning Achievements, Perceptions and Behavioural Patterns. aug: au: Hsieh, Shu‐Fang Hwang, Gwo‐Jen affil: Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung City, Taiwan sug: subj: Students, Elementary Psychosocial Factors English as a Second Language Education Science Education Concept Mapping Educational Technology Role Playing Video Games Language Development Learning Methods Academic Achievement Evaluation Motivation Evaluation Student Experiences Evaluation Student Attitudes Evaluation Anxiety Prevention and Control Outcomes of Education Evaluation Human Taiwan Funding Source Multilingualism Computer-Assisted Instruction Gamification Quasi-Experimental Studies Clinical Trials Pretest-Posttest Design Questionnaires Interviews Memory Self-Directed Learning Child Summated Rating Scaling Analysis of Covariance Unpaired T-Tests Comparative Studies Anxiety Evaluation Child: 6-12 years ab: Background: While both Content and Language Integrated Learning (CLIL) and Digital Game‐Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual education context, where integrating English into subject teaching is a national priority, finding effective instructional models remains a critical issue. To address this, the present study introduces the Concept Map‐Facilitated Content and Language Integrated Digital Gaming (CM‐CLDG) model, aiming to enhance bilingual science learning for elementary students by embedding concept mapping into a digital role‐playing game. Objective: Although DGBL has demonstrated potential to increase motivation and engagement, prior studies suggest that without structured guidance, learning outcomes may vary. The CM‐CLDG model was designed to scaffold knowledge construction and reduce cognitive overload by integrating concept maps directly into the gaming tasks. This study aims to evaluate the effects of the CM‐CLDG approach on students' English and science learning achievements, motivation, flow experience, anxiety and behavioural patterns. Method: A quasi‐experimental design was adopted with 78 sixth‐grade students from an elementary school in central Taiwan. Participants were divided into the CM‐CLDG group and the conventional CLIL gaming (C‐CLDG) group. Pre‐ and posttests, questionnaires, behavioural log analyses and interviews were conducted to collect triangulated data. Learning behaviours were examined using sequential analysis via GSEQ. Results and Conclusions: The CM‐CLDG group significantly outperformed the C‐CLDG group in both English and science achievements. Although no significant differences were found in motivation or anxiety, the C‐CLDG group experienced greater flow. Behavioural analysis revealed that the CM‐CLDG group exhibited more reflective, structured and strategic learning patterns. Interview findings supported these results, highlighting better memory retention and self‐directed learning in the CM‐CLDG group. These findings confirm that concept maps, when embedded in digital gameplay, can enhance bilingual learning outcomes and support more effective learning behaviours in CLIL‐based educational games. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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