Effects of Anxiety Levels on Learning Performance and Gaming Performance in Digital Game-Based Learning

Autor/inn/en	Yang, J. C.; Lin, M. Y. D.; Chen, S. Y.
Titel	Effects of Anxiety Levels on Learning Performance and Gaming Performance in Digital Game-Based Learning
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 3, S.324-334 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, S. Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12245
Schlagwörter	Anxiety; Computer Games; Computer Assisted Instruction; Quasiexperimental Design; Second Language Learning; Second Language Instruction; Correlation; English (Second Language); Elementary School Students; Speech Communication; Task Analysis; Listening Comprehension; Educational Benefits; Teaching Methods + Suchen Sie Ihr Suchwort? Angst; Computer game; Computerspiel; Computerspiele; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Hörverständnis; Bildungsertrag; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Anxiety plays an influential role in foreign language learning. However, a lack of attention was paid to examining the effects of anxiety levels on learning performance and gaming performance in digital game-based learning. To this end, this study developed a game-based English learning system and investigated how different levels of anxiety affected learners' learning performance and gaming performance. A quasi-experiment was conducted in an elementary school. The results showed that high-anxiety learners performed worse than low-anxiety learners in speaking, word/sentence match, and overall learning performance. However, they performed similarly in listening performance. Moreover, the results showed that high- and low-anxiety learners demonstrated a similar level of gaming performance. A subsequent analysis showed that significant correlations existed between learning performance and gaming performance for learners with high anxiety whereas such positive correlations were rarely found for learners with low anxiety, indicating that high-anxiety learners' learning performance could be fostered by their gaming performance. The findings suggested that digital game-based learning was particularly beneficial to high-anxiety learners, whose gaming performance was a facilitative factor of their learning performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01