Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns
Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, Taiwan ; Ting-Chia Hsu, Department of Technology Application and Human Resource Development, Taiwan ; Chiu-Lin Lai, Ching-Jung Hsueh, Graduate Institute of Digital Learning and Education, Taiwan
Computers & Education Volume 106, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Scholars have indicated the importance of considering anxiety in language learning. They have also pointed out the potential of integrating learning content into gaming contexts. However, few have explored in-depth the learning processes in game-based learning environments while also taking students' learning anxiety into account. To address this issue, a problem-based English listening game was developed, and 77 ninth graders took part in the study by playing the game. A quasi-experiment was conducted to evaluate students' learning achievement, learning motivation and English anxiety. In addition, progressive sequential analysis was employed to explore the learning behavioral patterns of students with different levels of English anxiety. According to the three learning phases, it was found that the gaming approach benefited the students' learning achievement and motivation. Moreover, the students with higher levels of English anxiety progressively performed more complex learning and gaming behaviors in the gaming context, and had better learning achievement than those with lower levels of anxiety.
Hwang, G.J., Hsu, T.C., Lai, C.L. & Hsueh, C.J. (2017). Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns. Computers & Education, 106(1), 26-42. Elsevier Ltd.
Cited ByView References & Citations Map
Learning to be better at the game: Performance vs. completion contingent reward for game-based learning
Juneyoung Park, Seunghyun Kim, Auk Kim & Mun Y. Yi
Computers & Education Vol. 139, No. 1 (October 2019) pp. 1–15
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.