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The Impact of Gamification on Second...

Almufareh, Maram.

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The Impact of Gamification on Second-Language Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Gamification on Second-Language Learning./
Author:	Almufareh, Maram.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	75 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
Contained By:	Dissertations Abstracts International82-03B.
Subject:	Information technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27999398
ISBN:	9798664762181

The Impact of Gamification on Second-Language Learning.
Almufareh, Maram.

The Impact of Gamification on Second-Language Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 75 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: B.

Thesis (Ph.D.)--The Claremont Graduate University, 2020.

This item must not be sold to any third party vendors.

Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students' learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student's attitude, and experience with video-gaming on student's achievement and second, to evaluate the effects of student's attitude and experience that are mediated by student's motivation.Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In a simple random sampling, students were assigned to the technology-enhanced group (Duolingo® group) or the control group. We started with confirmatory factor analysis to establish homogenous latent variables, and subsequently used structural equation models to evaluate the presence of direct and mediated effects.Results: The technology-enhanced group performed better in reading, grammar, and vocabulary, while the control group showed more participation and timely completion of assignments. Positive attitude towards video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation towards ESL learning was independently and positively correlated with student achievement.Conclusion: Technology enhancement improves students' performance for ESL, however, adequate integration of technology in the course curricula is needed to minimize interference with class participation. Positive attitude towards video games and motivation towards ESL learning are positive predictors of student achievement, while experience with video games has no significant effect.

ISBN: 9798664762181Subjects--Topical Terms:

532993
Information technology.
Subjects--Index Terms:

Gamification

The Impact of Gamification on Second-Language Learning.
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300 $a 75 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
500 $a Advisor: Olfman, Lorne.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students' learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student's attitude, and experience with video-gaming on student's achievement and second, to evaluate the effects of student's attitude and experience that are mediated by student's motivation.Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In a simple random sampling, students were assigned to the technology-enhanced group (Duolingo® group) or the control group. We started with confirmatory factor analysis to establish homogenous latent variables, and subsequently used structural equation models to evaluate the presence of direct and mediated effects.Results: The technology-enhanced group performed better in reading, grammar, and vocabulary, while the control group showed more participation and timely completion of assignments. Positive attitude towards video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation towards ESL learning was independently and positively correlated with student achievement.Conclusion: Technology enhancement improves students' performance for ESL, however, adequate integration of technology in the course curricula is needed to minimize interference with class participation. Positive attitude towards video games and motivation towards ESL learning are positive predictors of student achievement, while experience with video games has no significant effect.
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