دورية أكاديمية
Research Trends of Game-Based Language Learning in K-12 Education: A Systematic Review of SSCI Articles during 2009-2022
| العنوان: | Research Trends of Game-Based Language Learning in K-12 Education: A Systematic Review of SSCI Articles during 2009-2022 |
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| اللغة: | English |
| المؤلفون: | Lu Yang, Rui Li (ORCID |
| المصدر: | Journal of Computer Assisted Learning. 2024 40(3):1218-1230. |
| 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: | 13 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Game Based Learning, Second Language Learning, Elementary Secondary Education, Educational Research, Educational Trends, Teaching Methods, Games, Instructional Effectiveness, Models, Research Methodology, Participant Characteristics, Second Language Instruction |
| DOI: | 10.1111/jcal.12944 |
| تدمد: | 0266-4909 1365-2729 |
| مستخلص: | Background: While game-based language learning (GBLL) in K-12 education has received considerable attention, little is still known about its state-of-the-art research trends over the last decade, necessitating a systematic review on its theoretical frameworks, instructional activities and research findings. Objectives: To fill the gap, drawing on the revised technology-based learning model, this study aims to conduct a systematic review on the trends of GBLL for K-12 education in terms of theoretical frameworks, participants, methodology, game genres, instructional activities and application effectiveness. Methods: Based on the proposed criteria, 83 Social Science Citation Index (SSCI) articles pertaining to GBLL in K-12 education published during 2009-2022 were finalised for data analysis. Results and conclusions: The results showed that (1) most GBLL studies adopted cognitive and social frameworks, including flow theory, situated learning and socio-cultural theory; (2) the most common participants were primary school students, and the most common languages were English as a foreign language (EFL) learning; (3) quantitative methods were frequently adopted, with a particular eye on tests, questionnaires and experimental design; (4) the most common game genre was tutorial games; (5) pre-game instructional activities, such as gameplay training and lecture, were mostly implemented in K-12 contexts; (6) benefits such as enhancing four language skills and communicative competence and improving learners' attitudes were reported. However, according to the results, technical issues, unhelpful partners, difficult learning tasks and high cognitive load were the most frequently reported drawbacks. Implications: Pedagogical implications for teachers, designers and researchers in GBLL were referred from the results of the study. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1424338 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0266-4909 1365-2729 |
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| DOI: | 10.1111/jcal.12944 |