Exploring the impact of gamified learning on positive psychology in CALL environments: A mixed-methods study with Thai university students DOI Creative Commons
Budi Waluyo,

Francis Balazon

Acta Psychologica, Journal Year: 2024, Volume and Issue: 251, P. 104638 - 104638

Published: Nov. 1, 2024

Despite growing interest in both fields, research into how positive psychology principles and gamification can be integrated Computer-Assisted Language Learning (CALL) environments their impact on language learning outcomes remains insufficiently explored. Thus, this study intends to contribute by implementing a 10-week gamified program using the Quizizz application within CALL classrooms at university Thailand. A total of 69 first-year students, experiencing learning-which integrates game elements educational activities-for first time, participated sequential explanatory mixed-method study, which combined single-group design with narrative frames. After one-week introduction course, progressed through two cycles-Cycle 1 spanned five weeks, Cycle 2 lasted four weeks. Throughout these periods, we collected data surveys, test scores, Quantitative were analyzed descriptive inferential statistics, while essays examined thematic analysis. The found that such as motivation, enjoyment, anxiety remained stable over cycles, indicating initially engages its effects do not significantly evolve without varied interventions. Even high initial motivation there only modest improvements reducing anxiety, suggesting competitive might sustain some levels. Additionally, strengthened interrelationships among performance observed, but psychological factors did directly predict grammar outcomes.

Language: Английский

AI-Powered EFL Pedagogy: Integrating Generative AI into University Teaching Preparation through UTAUT and Activity Theory DOI Creative Commons
M. Zaim, Safnil Arsyad, Budi Waluyo

et al.

Computers and Education Artificial Intelligence, Journal Year: 2024, Volume and Issue: 7, P. 100335 - 100335

Published: Dec. 1, 2024

Language: Английский

Citations

8
Valuing students’ mindsets in essay compositions: Active learning and feedback approaches DOI Creative Commons
Aisah Apridayani, Budi Waluyo

Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101273 - 101273

Published: Jan. 1, 2025

Language: Английский

Citations

0
ChatGPT in Education: The Influence of Institutional Support and Peer Dynamics in Indonesian Higher Education DOI
Ervina CM Simatupang,

Ismail Ismail,

Budi Waluyo

et al.

Internet Reference Services Quarterly, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 20

Published: Feb. 13, 2025

This study investigates the influence of institutional support and peer dynamics in adopting ChatGPT Indonesian higher education. Narrative reflections from 44 lecturers across 15 provinces, analyzed through thematic analysis, reveal that strong enhances creative effective use ChatGPT, while inadequate resources hinder its adoption. Peer collaboration fosters positive attitudes integration, whereas absence leads to skepticism. The findings highlight critical need for robust policies supportive academic communities maximize educational potential generative AI tools such as ChatGPT.

Language: Английский

Citations

0
Teacher-led and technology-based handwriting evaluations: A mixed-method study among Thai students in Chinese language classes DOI Creative Commons
Katematu Duangmanee,

Suppat Rungraungsilp,

Krittiya Duangmanee

et al.

Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101374 - 101374

Published: Jan. 1, 2025

Language: Английский

Citations

0
The antecedents of online teaching anxiety among university lecturers in Thailand: a mixed-methods investigation DOI Creative Commons
Mohammed Yassin Mohd Aba Sha’ar, Budi Waluyo, Nur Rofiah

et al.

AAOU Journal/AAOU journal, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 6, 2025

Purpose The study examined the antecedents of lecturers' online teaching anxiety and analyzed their relationships with variables such as gender, age, education, experience faculty. Design/methodology/approach Using a mixed-methods design, involved 115 university lecturers through surveys 15 semi-structured interviews, data via approaches. Findings Personal matters digital literacy caused lowest anxiety, methods classroom management triggered moderate context health factors provoked highest. Female experienced greater health-related due to prolonged screen time. Education reported lower than science lecturers, whose laboratory-based content was harder adapt teaching. Originality/value Lecturers' stemmed from six factors: literacy, context, methods, class management, personal matters. Institutional social support have been identified crucial for improving well-being reducing anxiety.

Language: Английский

Citations

0
Exploring the impact of gamified learning on positive psychology in CALL environments: A mixed-methods study with Thai university students DOI Creative Commons
Budi Waluyo,

Francis Balazon

Acta Psychologica, Journal Year: 2024, Volume and Issue: 251, P. 104638 - 104638

Published: Nov. 1, 2024

Despite growing interest in both fields, research into how positive psychology principles and gamification can be integrated Computer-Assisted Language Learning (CALL) environments their impact on language learning outcomes remains insufficiently explored. Thus, this study intends to contribute by implementing a 10-week gamified program using the Quizizz application within CALL classrooms at university Thailand. A total of 69 first-year students, experiencing learning-which integrates game elements educational activities-for first time, participated sequential explanatory mixed-method study, which combined single-group design with narrative frames. After one-week introduction course, progressed through two cycles-Cycle 1 spanned five weeks, Cycle 2 lasted four weeks. Throughout these periods, we collected data surveys, test scores, Quantitative were analyzed descriptive inferential statistics, while essays examined thematic analysis. The found that such as motivation, enjoyment, anxiety remained stable over cycles, indicating initially engages its effects do not significantly evolve without varied interventions. Even high initial motivation there only modest improvements reducing anxiety, suggesting competitive might sustain some levels. Additionally, strengthened interrelationships among performance observed, but psychological factors did directly predict grammar outcomes.

Language: Английский

Citations

2