Applying Educational Data Mining to Explore Individual Experiences in Digital Games

Autor/inn/en	Poole, Frederick J.; Clarke-Midura, Jody
Titel	Applying Educational Data Mining to Explore Individual Experiences in Digital Games
Quelle	In: Language Learning & Technology, 27 (2023) 1, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Computer Games; Second Language Learning; Second Language Instruction; Data Analysis; Learning Analytics; Learning Processes; Correlation; Elementary School Students; Chinese; Grade 6; Immersion Programs; Teaching Methods; Classification; Time on Task; Achievement Gains; Affective Behavior; Game Based Learning; Vocabulary Development; Reading Tests; Language Tests + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Zweitsprachenerwerb; Fremdsprachenunterricht; Auswertung; Learning process; Lernprozess; Korrelation; China; Chinesen; School year 06; 6. Schuljahr; Schuljahr 06; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Zeitaufwand; Achievement gain; Leistungssteigerung; Affective disturbance; Active behaviour; Affektive Störung; Wortschatzarbeit; Lesetest; Language test; Sprachtest
Abstract	Research involving digital games and language learning is rapidly growing. One advantage of using digital games to support language learning is the ability to collect data on students learning in real time. In this study, we use educational data mining methods to explore the relationship between in-game data and elementary students' Chinese language learning. Thirty-six students in the sixth grade played a digital game for eight 25-minute sessions as part of their Chinese Dual Language Immersion classroom instruction. We used classification and regression tree analyses and cluster analyses to explore how in game indicators, such as battles, time spent reading a text, and the use of an in-game glossing tool are associated with language learning and change in affect. The results indicate that time on task and use of the glossing tool were the most important variables in determining language learning gains. We also identified four subgroups of gameplay styles. While there were no significant differences in learning or affective factors based on the subgroups, these gameplay styles allow for a more individualized approach to analyzing learning within digital environments. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01