Effects of gamification on EFL learning: a quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates
Frontiers in Psychology,
Год журнала:
2025,
Номер
16
Опубликована: Март 18, 2025
In
foreign
language
education,
educators
struggle
with
declining
student
engagement
as
traditional
EFL
teaching,
relying
on
passive
lectures
and
dull
materials,
hampers
proficiency
dampens
passion.
Gamification
has
emerged
a
potential
solution.
This
quasi-experimental
study,
based
the
broaden-and-build
theory,
examined
effects
of
gamification
reading
learning
enjoyment
(FLLE)
among
Chinese
undergraduates
studying
English
(EFL).
Data
were
collected
from
220
first-year
at
university
through
assessments
Foreign
Language
Enjoyment
Scale,
supplemented
by
interviews
nine
participants
picked
undergraduates.
The
findings
revealed
significant
increase
in
gamification's
benefits
for
proficiency.
FLLE's
private
dimension,
tied
to
personal
enjoyment,
was
crucial.
Additionally,
gamified
settings
improved
focus,
teamwork,
communication.
study
supports
integrating
boost
outcomes.
However,
limited
specific
context
duration.
Therefore,
future
studies
should
identify
key
elements
their
long-term
impact.
Язык: Английский
Gamifying the Learning Experience in the Language Classroom
Asian Journal of Multidisciplinary Research & Review,
Год журнала:
2024,
Номер
5(5), С. 107 - 148
Опубликована: Окт. 30, 2024
Introduction:
This
paper
provided
a
comprehensive
review
of
previous
research
on
technologies
surrounding
gamified
Augmented
Reality
(AR)
and
Virtual
(VR)
the
effects
this
amalgamation
Extended
(XR)
English
language
teaching
learning.
Methods:
A
total
138
articles
were
examined
from
six
perspectives:
explore
development
XR
technology
for
use
in
education,
especially
learning;
examine
gamification;
its
theoretical
background
role
motivation
plays
contexts;
investigate
if
pedagogical
strategies
associated
with
integration
gamification
techniques
can
improve
identify
potential
benefits
challenges
using
AR/VR
English;
detect
current
limitations
gaps.
Results:
It
was
found
that
immersing
learners
into
virtual
augmented
worlds
vocabulary,
bridge
formal
informal
learning,
enable
interaction
collaborative
provide
opportunities
situated
reduce
anxiety.
Overall,
AR
had
meaningful
effect
student
learning
outcomes.
Discussion:
Review
implications
include
need
for:
more
prepared
instructors
utilizing
technology;
sufficient
backing,
such
as
frameworks
models;
compares
traditional
approaches
English.
Язык: Английский
A Review of the Literature on the Influence of Peer Support Programs on Student Mental Health and Well-Being
Опубликована: Июнь 26, 2024
This
literature
review
investigates
the
transformative
role
of
peer
support
programs
focusing
on
student
mental
health
and
well-being.These
offer
significant
advantages
to
domestic
international
students
by
fostering
emotional
a
sense
community.Additionally,
studies
show
that
they
improve
selfconfidence,
lessen
stress
anxiety,
foster
supportive
environment.Existing
emphasizes
importance
through
strengths
in
empirical
evidence,
diverse
settings,
multifaceted
approaches.However,
gaps
inclusivity,
underexplored
mechanisms,
need
for
longitudinal
research
persist.The
practical
implications
center
distribution
resources,
consciousness,
accessibility,
continuous
adaptation.Educational
institutions
can
help
learn
better
achieve
academic
success
growth
paying
attention
these
implications.
Язык: Английский
Perceived social support and sense of belonging: The mediating role of academic anxiety among first-generation students at a South African university
Journal of Psychology in Africa,
Год журнала:
2024,
Номер
34(4), С. 373 - 380
Опубликована: Июль 3, 2024
This
study
investigated
the
role
of
academic
anxiety
in
relationship
between
perceived
social
support
and
a
sense
belonging
first-generation
university
students.
The
sample
consisted
240
undergraduate
students
(FGS)
at
South
African
(female
=
72.5%;
mean
age
28.14
years,
SD
5.10
years).
They
completed
surveys
on
(friendship
family)
support,
anxiety,
belonging.
Simple
linear
regression
analysis
results
showed
family
to
significantly
predict
Additionally,
simple
mediation
that
mediated
friendship
belonging,
for
higher
Moreover,
be
stronger.
These
findings
suggest
resources
foster
among
FGS,
which
may
reduce
their
anxiety.
Developing
FGS's
is
essential
positive
mental
health
success.
Язык: Английский
Using artificial intelligence in education: decision tree learning results in secondary school students based on cold and hot executive functions
Humanities and Social Sciences Communications,
Год журнала:
2024,
Номер
11(1)
Опубликована: Ноя. 18, 2024
Improving
educational
quality
is
a
universal
concern.
Despite
efforts
made
in
this
regard,
learning
outcomes
have
not
improved
sufficiently.
Therefore,
further
investigation
needed
on
issue,
adopting
new
perspectives
(conceptual
and
analytical)
to
facilitate
the
understanding
design
of
effective
actions.
The
objective
study
was
determine
influence
executive
functions
(considering
both
cognitive
affective
processes)
their
interactions
Language
Literature
Mathematics
Spanish
students,
through
use
artificial
intelligence,
based
machine
approach,
more
specifically,
decision
tree
technique.
A
total
173
students
compulsory
secondary
education
(12–17
years
old)
from
same
institution
participated.
school's
counsellor
provided
information
student
function
levels
by
completing
BRIEF2
questionnaire
for
each
participant.
She
also
reported
achieved
subjects
interest
research
(Language
Mathematics).
R
software
used
model
regression
trees.
results
revealed
groups
characterised
different
profiles,
i.e.,
combinations
difficulties
various
varying
academic
area.
However,
regardless
area
considered
or
Mathematics),
working
memory
identified
as
most
relevant
all
students'
outcomes.
Understanding
combination
that
predict
group
important
since
it
enables
teachers
other
professionals,
policymakers
researchers
provide
individualised
resources
according
diverse
profiles
needs.
It
constitutes
an
mechanism
improve
and,
ultimately,
enhance
equitable
system.
Язык: Английский
Gamifying the Learning Experience Using Extended Reality Technologies for Teaching English as a Foreign Language
Authorea (Authorea),
Год журнала:
2023,
Номер
unknown
Опубликована: Дек. 1, 2023
This
paper
provided
a
comprehensive
review
of
previous
research
on
technologies
surrounding
gamified
Augmented
Reality
(AR)
and
Virtual
(VR)
the
effects
this
amalgamation
Extended
(XR)
English
language
teaching
learning.A
total
138
articles
were
examined
from
six
perspectives:
explore
development
XR
technology
for
use
in
education,
especially
learning;
examine
gamification;
its
theoretical
background
role
motivation
plays
contexts;
investigate
if
pedagogical
strategies
associated
with
integration
gamification
techniques
can
improve
identify
potential
benefits
challenges
using
AR/VR
English;
detect
current
limitations
gaps.It
was
found
that
immersing
learners
into
virtual
augmented
worlds
vocabulary,
bridge
formal
informal
learning,
enable
interaction
collaborative
provide
opportunities
situated
reduce
anxiety.Overall,
AR
had
meaningful
effect
student
learning
outcomes.Review
implications
include
need
for:
more
prepared
instructors
utilizing
technology;
sufficient
backing,
such
as
frameworks
models;
compares
traditional
approaches
English.
Язык: Английский
Gamifying the Learning Experience Using Extended Reality Technologies for Teaching English as a Foreign Language
Authorea (Authorea),
Год журнала:
2023,
Номер
unknown
Опубликована: Ноя. 30, 2023
This
paper
provided
a
comprehensive
review
of
previous
research
on
technologies
surrounding
gamified
Augmented
Reality
(AR)
and
Virtual
(VR)
the
effects
this
amalgamation
Extended
(XR)
English
language
teaching
learning.A
total
138
articles
were
examined
from
six
perspectives:
explore
development
XR
technology
for
use
in
education,
especially
learning;
examine
gamification;
its
theoretical
background
role
motivation
plays
contexts;
investigate
if
pedagogical
strategies
associated
with
integration
gamification
techniques
can
improve
identify
potential
benefits
challenges
using
AR/VR
English;
detect
current
limitations
gaps.It
was
found
that
immersing
learners
into
virtual
augmented
worlds
vocabulary,
bridge
formal
informal
learning,
enable
interaction
collaborative
provide
opportunities
situated
reduce
anxiety.Overall,
AR
had
meaningful
effect
student
learning
outcomes.Review
implications
include
need
for:
more
prepared
instructors
utilizing
technology;
sufficient
backing,
such
as
frameworks
models;
compares
traditional
approaches
English.
Язык: Английский
Gamifying the Learning Experience in the Language Classroom
Asian Journal of Multidisciplinary Research & Review,
Год журнала:
2023,
Номер
4(6), С. 116 - 163
Опубликована: Дек. 21, 2023
Introduction:
This
paper
provided
a
comprehensive
review
of
previous
research
on
technologies
surrounding
gamified
Augmented
Reality
(AR)
and
Virtual
(VR)
the
effects
this
amalgamation
Extended
(XR)
English
language
teaching
learning.
Methods:
A
total
138
articles
were
examined
from
six
perspectives:
explore
development
XR
technology
for
use
in
education,
especially
learning;
examine
gamification;
its
theoretical
background
role
motivation
plays
contexts;
investigate
if
pedagogical
strategies
associated
with
integration
gamification
techniques
can
improve
identify
potential
benefits
challenges
using
AR/VR
English;
detect
current
limitations
gaps.
Results:
It
was
found
that
immersing
learners
into
virtual
augmented
worlds
vocabulary,
bridge
formal
informal
learning,
enable
interaction
collaborative
provide
opportunities
situated
reduce
anxiety.
Overall,
AR
had
meaningful
effect
student
learning
outcomes.
Discussion:
Review
implications
include
need
for:
more
prepared
instructors
utilizing
technology;
sufficient
backing,
such
as
frameworks
models;
compares
traditional
approaches
English.
Язык: Английский