Digital Video Games: E-learning Enjoyment as a Predictor of Vocabulary Learning.

Autor/inn/en	Ebrahimzadeh, Mohsen; Alavi, Sepideh
Titel	Digital Video Games: E-learning Enjoyment as a Predictor of Vocabulary Learning.
Quelle	In: Electronic journal of foreign language teaching, 14 (2017) 2, S. 144-158 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 3
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Digitale Medien; Spiel; Video; Wortschatzarbeit; Fremdsprachenunterricht; Englischunterricht; E-Learning
Abstract	The study examined e-learning enjoyment through a digital video game to see if it could predict high school students' vocabulary learning. It also assessed the difference between those who played and those who watched the game. Participants of the study were male, high school, EFL students (N = 136, age 12-18) randomly assigned to two treatments: Players, who were exposed to the vocabulary through playing a digital video game and Watchers, who watched two classmates play the same game. After the treatment (one session a week for five weeks), an e-learning enjoyment scale and a vocabulary posttest were administered. In addition, researcher field notes were written down. Data analysis involved t-tests, ANOVAs, and a standard multiple regression. The results indicated that e-learning enjoyment signifi-cantly predicted the variance in game-enhanced vocabulary learning. There was no significant differ-ence between Players and Watchers. It is concluded that digital video games help language learners keep up through the sustained, long-term process of language learning by making it enjoyable. Also, the findings help identify better suited commercial video games for educational purposes and design more useful educational video games. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2