Literaturnachweis - Detailanzeige
| Autor/inn/en | Vallorani, Cecilia Maria; Gibert, Isabel; Tuffnell, Christopher |
|---|---|
| Titel | Levelling up Language Learning: A Study on the Impact of Gamification |
| Quelle | In: International Journal of Mobile and Blended Learning, 14 (2022) 4, Artikel 24 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Vallorani, Cecilia Maria) ORCID (Gibert, Isabel) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| Schlagwörter | Second Language Learning; Second Language Instruction; Computer Games; Game Based Learning; Middle School Students; Teaching Methods; Anxiety; Grade 7; Grade 8; Formative Evaluation; Self Esteem; Academic Achievement; International Schools; Learning Motivation; Active Learning; Cooperative Learning; Foreign Countries; Feedback (Response); English (Second Language); French; Spanish; Language Proficiency; Guidelines; National Organizations; Language of Instruction; United Arab Emirates Zweitsprachenerwerb; Fremdsprachenunterricht; Computer game; Computerspiel; Computerspiele; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Angst; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Self-esteem; Selbstaufmerksamkeit; Schulleistung; International school; Internationale Schule; Motivation for studies; Lernmotivation; Aktives Lernen; Kooperatives Lernen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Spanisch; Language skill; Language skills; Sprachkompetenz; Richtlinien; Teaching language; Unterrichtssprache; Vereinigte Arabische Emirate |
| Abstract | This study examines the use of gamification as an innovative assessment approach to foreign language learning with 12-14-year-old students. A mixed methodology has been applied. Quantitative data have been collected from formative non-gamified and gamified assessments. Qualitative data was collected from a student questionnaire. The results were obtained from an international middle school where four groups of students, two in Grade 7 and two in Grade 8, engaged with gamified formative assessment. Findings show that gamification can provide a useful support mechanism in assessment success, and also on an emotional level as it lowers the affective filter, allowing the students to reduce potential anxiety and face the assessment with greater confidence. However, gamification had a small negative impact on otherwise high-performing students in the study, suggesting that gamification may not be appropriate in all contexts. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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