It seems necessary to review the literature to explore the effectiveness of serious games in education, since the number of studies on serious games is surging up. This study systematically reviewed ...the literature within around a recent decade. The trend of the number of publications related to use of serious games in education was firstly clarified based on the data retrieved from major databases. Secondly, various factors were determined that influenced the effect of serious game assisted learning. The major section identified both advantages and disadvantages of use of serious games in education. Use of serious games in medical science has been rising in a recent decade, which is thus highlighted in this study. Attitudes toward use of serious games in education were explored, as well as the new development of use of serious games in education. Future theoretical and practical exploration might need interdisciplinary cooperation.
With the rampant pandemic of COVID-19, an increasing number of people are acquiring knowledge through online learning approaches. This study aims to investigate how to improve online learning ...effectiveness during this special time. Through a mixed design, this study revealed the effect of educational levels, gender, and personality traits on online learning outcomes. It was concluded that postgraduates (N = 599) outperformed undergraduates (N = 553) in online learning, learners (N = 1152) with strong personality traits such as agreeableness, conscientiousness, and openness to a new experience outperformed those with strong extraversion and neuroticism. Future research could improve interpersonal interactions and encourage learners to post words in the online discussion forum, focus on how to design scaffolding online learning and how to improve the quality and dynamic of the online contents, and highlight blended learning rather than either merely online or traditional face-to-face learning.
A number of studies have been devoted to the effectiveness of serious gaming in English vocabulary learning, which has reported different results. Some studies support serious gaming in vocabulary ...learning, while others oppose. This study used a mixed-design research method through two experiments and two interviews to explore serious gaming in English (English as a foreign language) vocabulary learning. Data were collected from randomly selected participants, who were randomly assigned to three cohorts in both experiments: (1) Cohort A, where they learned English vocabulary through the more interactivity-prone serious games-Hujiang Fun Vocabulary in the first experiment and New Oriental Fun Vocabulary in the second experiment; (2) Cohort B, where they learned English vocabulary aided with the less interactivity-prone serious games-Baicizhan in the first experiment and Kingsoft Vocabulary in the second experiment; (3) Cohort C, where they learned English vocabulary through traditional approaches in both experiments. It is concluded that (1) the interactivity-prone serious gaming is significantly more effective than the less interactivity-prone serious gaming in English vocabulary learning at the significance level p=.05; (2) the less interactivity-prone serious gaming is significantly more effective than the traditional approach in English vocabulary learning at the significance level p=.05; (3) males significantly outperformed females in serious game-aided English vocabulary learning at the significance level p=.05. We also discussed the features that should be considered when a serious game is designed to assist English vocabulary learning. Future research directions were suggested that serious gaming in English vocabulary learning be integrated into interdisciplinary research such as cooperation between computer science, education, psychology, applied linguistics and statistics.
•The interactivity-prone serious game was more effective.•The serious game-aided English vocabulary learning was more effective.•Males outperformed females in serious game-aided vocabulary learning.
Abstract
The extended constructs of technology acceptance model (TAM) have rarely been linked to psychological influence factors. This study complements for the missing link in literature through ...structural equation modeling and a nonparametric Mann–Whitney U test based on the data obtained from a large-scale questionnaire survey. It is concluded that (a) conformity behavior can be integrated into the TAM to establish a fit model in WeChat use in language learning at the significance level .05, (b) self-esteem can be integrated into the TAM to establish a fit model in WeChat use in language learning at the significance level .05, and (c) there are no significant gender differences in the extended constructs in the TAM in WeChat use in language learning at the significance level .05. Future research may extend the constructs further in psychology in order to complement for missing links in current literature. It is also promising to establish a sociocultural TAM with respect to mobile device acceptance in both western and eastern contexts.
The unpredictable pandemic has drastically altered learning approaches, where online learning has been booming. Through VOSviewer, this study visualizes the network of top authors, organizations, ...sources, and countries that have been devoted to online learning. Through meta-analyses via Stata/MP 14.0, this study identifies nine variables that may exert a significant effect on online learning outcomes during this special pandemic time in various countries and areas. The findings may be generalizable to America, Asia, and Europe. Although relatively fewer publications in Africa have been included, the findings could provide a meaningful reference for African researchers and practitioners. Future research could include more publications from more diversified backgrounds. Online learning design could also keep pace with the development of information technologies.
The study on the impact of video lecturing on clicker-assisted English flipped class was necessary because it has seldom been explored.
This study studied the impact of video lecturing on student ...satisfaction and English proficiency, plus correlations between student satisfaction levels and English proficiency.
Randomly recruited Chinese participants (Female N = 44; Male N = 43) from a university in China received both pre and post College English Test Band 4 and satisfaction measurements, together with a semi-structured interview.
We concluded that the video-assisted class could cause significantly higher English proficiency than the non-video-assisted class (F = 23.17, p < .001, Partialη2 = .216); there were significant differences between video- and non-video-assisted cohorts for post interaction (F = 8.37, p = .005, Partialη2 = .093), post efficacy (F = 7.68, p = .007, Partialη2 = .086), and post regulation (F = 16.34, p < .001, Partialη2 = .166); there were strong, positive relationships between post English proficiency and post student interaction (R2 = .70; β = .84; p < .01), self-efficacy (R2 = .57; β = .75; p < .01) and self-regulation (R2 = .59; β = .77; p < .01) levels in both cohorts at the .05 level. However, no strong, positive correlations were found in both cohorts at the .05 level between pre English proficiency and pre student interaction (R2 = .00; β = .05; p = .33), self-efficacy R2 = .03;β = -.17 (negative); p = .05 and self-regulation R2 = .05;β = -.23 (negative); p = .01 levels. Future research into video-assisted English flipped class may need interdisciplinary cooperation.
The past several years have been witnessing the fast development of information and communication technology, with which an increasing number of serious games are being designed and developed. ...Randomly selected participants were divided into the treatment and control cohorts. Two experiments, as well as a semi-structured interview, were administered to both cohorts. It was concluded that: (1) Learning outcomes in gamified English vocabulary learning are significantly better than in non-gamified English vocabulary learning; (2) The motivation in gamified English vocabulary learning is significantly stronger than in non-gamified English vocabulary learning; (3) The satisfaction in gamified English vocabulary learning is significantly higher than in non-gamified English vocabulary learning. Future research could include various serious games with interdisciplinary cooperation to testify the effect of gamification on English vocabulary learning.
Initially developed in 2012, Kahoot! is a game-based student response system aiming to transform the class into a game show. However, some people have doubts about effectiveness of Kahoot! as an ...educational game. Therefore, based on past studies, this study explored the influence of Kahoot! on learning outcomes and collaboration including curricular interaction and extracurricular collaboration. The results of this study showed that Kahoot, if appropriately used, could improve learning outcomes. At the same time, Boller’s summaries about educational games could not fully define what were needed in the games designed for learning to some extent. It was also concluded that Kahoot! could enhance curricular interaction between students and teachers as well as extracurricular collaboration between or among students. Kahoot! has a bright prospect in both regular and flipped classes, while there are still challenges of Kahoot! use. Lastly, suggestions for future research limitations of this study were discussed as well.
The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined ...the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English. The research instruments in this study included a satisfaction scale, a Business English Writing Test, and a semi-structured interview. The research procedure was made up of a pretest-treatment-posttest design. Both hypotheses were accepted and it was concluded that (1) the flipped business English writing classroom brought about better academic achievements than the traditional one, and (2) the flipped business English writing classroom was more satisfactory than the traditional one. Future studies could pivot on different courses and expand the research scopes to examine the effectiveness of the flipped classroom.
Over the past two decades, various digital technologies have been applied to sustain higher education. As the latest emerging information technology, the metaverse has been a recurring theme to be ...considered as a new direction to promote blended English learning. This study aims to investigate metaverse-based blended English learning. Through a systematic review based on bibliographic and content analysis, the study attempts to integrate the evidence to generate a model that links the education-based metaverse. The metaverse platforms in which learners' academic success can be significantly enhanced due to a high degree of learner engagement in immersive virtual environments. In addition, the virtual learning experience is restricted by the degree of digital literacy at the same time. To improve instructors' and learners' digital literacy levels, necessary support is indispensable by educational institutions and designers of the metaverse platforms. Meanwhile, this study addresses potential challenges that may hinder sustaining metaverse-based blended English learning, and provides some suggestions based on the previous literature. In future research, we will keep updating and polishing the metaverse-based blended English learning research to provide more detailed guidance for researchers and educators.
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