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Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns
ARTICLE

, Graduate Institute of Digital Learning and Education, Taiwan ; , Department of Technology Application and Human Resource Development, Taiwan ; , , Graduate Institute of Digital Learning and Education, Taiwan

Computers & Education Volume 106, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved October 18, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.11.010

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