دورية أكاديمية
A Mobile Game-Based App to Facilitate Learners' Motivation and Achievement in Learning Chinese Reading Activities: An Individual Differences Perspective
| العنوان: | A Mobile Game-Based App to Facilitate Learners' Motivation and Achievement in Learning Chinese Reading Activities: An Individual Differences Perspective |
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| اللغة: | English |
| المؤلفون: | Yang, Jie Chi (ORCID |
| المصدر: | Journal of Computer Assisted Learning. Oct 2022 38(5):1448-1464. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Grade 3, Grade 4, Grade 5, Elementary School Students, Game Based Learning, Video Games, Handheld Devices, Student Motivation, Student Attitudes, Academic Achievement, Chinese, Reading, Prior Learning, Reading Achievement |
| DOI: | 10.1111/jcal.12698 |
| تدمد: | 0266-4909 1365-2729 |
| مستخلص: | Background: Digital game-based learning (DGBL) has been shown to be an effective strategy for promoting learning motivation. However, a lack of attention has been paid to investigating the effects of individual differences on elementary students' reading motivation and in-gaming achievements in DGBL. Objectives: This study developed an educational mobile game to facilitate learners' reading activities, and investigated how prior knowledge and gaming experience affected learners' reading motivation, gaming motivation, perceptions and in-game achievements. Methods :A total of 53 third to fifth grade elementary school students participated in this study, and were divided into the high prior knowledge (HPK)/low prior knowledge (LPK) and the high gaming experience (HGE)/low gaming experience (LGE) groups. Results and Conclusions: The HPK learners had higher reading motivation, perceptions, gaming and social achievements than the LPK learners, whereas they had similar gaming motivation and reading achievements. In addition, the HGE learners had lower reading motivation, reading and gaming achievements than the LGE learners, whereas they had similar gaming motivation, perceptions and social achievements. Moreover, correlational results showed that similarities and differences were observed between the HPK/LPK and HGE/LGE learners. Implications: The findings of this study suggest that learners' prior knowledge and gaming experience play influential roles in reading motivation, gaming motivation, perceptions and in-game achievements. A framework is proposed for researchers or game designers to develop personalized DGBL systems to accommodate the HPK/LPK and HGE/LGE learners' individual needs or preferences in DGBL. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1347461 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0266-4909 1365-2729 |
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| DOI: | 10.1111/jcal.12698 |