Impact Study of the Learning Effects and Motivation of Competitive Modes in Gamified Learning
At a time when game-based learning has become a research hotspot, this study focused on the competition mechanism in gamified learning, aiming to explore the impact of different competition modes on students’ vocabulary learning effect and learning motivation. A group of 79 sixth grade students from...
Gespeichert in:
| Veröffentlicht in: | Sustainability 2022-06, Vol.14 (11), p.6626 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 11 |
| container_start_page | 6626 |
| container_title | Sustainability |
| container_volume | 14 |
| creator | Liu, Yu-Jiao Zhou, Ying-Ge Li, Qi-Long Ye, Xin-Dong |
| description | At a time when game-based learning has become a research hotspot, this study focused on the competition mechanism in gamified learning, aiming to explore the impact of different competition modes on students’ vocabulary learning effect and learning motivation. A group of 79 sixth grade students from China were randomly assigned to a non-competitive class, an individual competition class, and an inter-group competition class. The experiment was conducted in an English vocabulary course, and the game competition was carried out using the Quizlet Live game platform. The results indicated that: (1) the vocabulary learning effect and motivation of students in the competitive classes (individual competition and inter-group competition) were better than those in the non-competitive class; (2) the learning effect of students in the inter-group competitive class outperformed that of the individual competitive class, but there was no significant difference in learning motivation. Through the qualitative analysis of the students’ interviews, it was found that the results of inter-group competition may be related to the student’s perception of learning and emotional support. The findings of this study can provide relevant support for the subsequent game-based learning design. |
| doi_str_mv | 10.3390/su14116626 |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_2674415383</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A784034571</galeid><sourcerecordid>A784034571</sourcerecordid><originalsourceid>FETCH-LOGICAL-c331t-8cfe716c02da061786a2531399569b8528793ad24c704acaad9dedf665dc25933</originalsourceid><addsrcrecordid>eNpVkU1LAzEQhoMoWGov_oKAJ4WtyWaT3T2WUmuhIlg9Soj5qCndzZpkxf57Uypq5zLDO8-8MzAAXGI0JqRGt6HHBcaM5ewEDHJU4gwjik7_1edgFMIGpSAE15gNwOui6YSMcBV7tYPOwPiu4VIL39p2DWfGaBkDFK2CDy7aTxGta_fY1DWdjjZJOnWUDtC2cC4aa6xWvwYX4MyIbdCjnzwEL3ez5-l9tnycL6aTZSbTHTGrpNElZhLlSiCGy4qJnBJM6pqy-q2ieVXWRKi8kCUqhBRC1UorwxhVMqc1IUNwdfDtvPvodYh843rfppU8Z2VRYEqqPTU-UGux1dy2xkWf3KRQurHStdrYpE_KqkCkoCVOA9dHA4mJ-iuuRR8CX6yejtmbAyu9C8FrwztvG-F3HCO-fw__ew_5BuFzf5Q</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2674415383</pqid></control><display><type>article</type><title>Impact Study of the Learning Effects and Motivation of Competitive Modes in Gamified Learning</title><source>MDPI - Multidisciplinary Digital Publishing Institute</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><creator>Liu, Yu-Jiao ; Zhou, Ying-Ge ; Li, Qi-Long ; Ye, Xin-Dong</creator><creatorcontrib>Liu, Yu-Jiao ; Zhou, Ying-Ge ; Li, Qi-Long ; Ye, Xin-Dong</creatorcontrib><description>At a time when game-based learning has become a research hotspot, this study focused on the competition mechanism in gamified learning, aiming to explore the impact of different competition modes on students’ vocabulary learning effect and learning motivation. A group of 79 sixth grade students from China were randomly assigned to a non-competitive class, an individual competition class, and an inter-group competition class. The experiment was conducted in an English vocabulary course, and the game competition was carried out using the Quizlet Live game platform. The results indicated that: (1) the vocabulary learning effect and motivation of students in the competitive classes (individual competition and inter-group competition) were better than those in the non-competitive class; (2) the learning effect of students in the inter-group competitive class outperformed that of the individual competitive class, but there was no significant difference in learning motivation. Through the qualitative analysis of the students’ interviews, it was found that the results of inter-group competition may be related to the student’s perception of learning and emotional support. The findings of this study can provide relevant support for the subsequent game-based learning design.</description><identifier>ISSN: 2071-1050</identifier><identifier>EISSN: 2071-1050</identifier><identifier>DOI: 10.3390/su14116626</identifier><language>eng</language><publisher>Basel: MDPI AG</publisher><subject>Academic achievement ; Anxiety ; Children & youth ; Collaborative learning ; Competition ; Confidence ; Cooperation ; Cooperative learning ; Design ; Education ; Educational objectives ; Elementary school students ; Foreign language learning ; Games ; Gamification ; Interactive learning ; Junior high school students ; Language ; Learning ; Learning strategies ; Methods ; Middle school students ; Motivation ; Qualitative analysis ; Qualitative research ; Student attitudes ; Students ; Sustainability ; Vocabulary learning</subject><ispartof>Sustainability, 2022-06, Vol.14 (11), p.6626</ispartof><rights>COPYRIGHT 2022 MDPI AG</rights><rights>2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c331t-8cfe716c02da061786a2531399569b8528793ad24c704acaad9dedf665dc25933</citedby><cites>FETCH-LOGICAL-c331t-8cfe716c02da061786a2531399569b8528793ad24c704acaad9dedf665dc25933</cites><orcidid>0000-0003-4187-0160</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids></links><search><creatorcontrib>Liu, Yu-Jiao</creatorcontrib><creatorcontrib>Zhou, Ying-Ge</creatorcontrib><creatorcontrib>Li, Qi-Long</creatorcontrib><creatorcontrib>Ye, Xin-Dong</creatorcontrib><title>Impact Study of the Learning Effects and Motivation of Competitive Modes in Gamified Learning</title><title>Sustainability</title><description>At a time when game-based learning has become a research hotspot, this study focused on the competition mechanism in gamified learning, aiming to explore the impact of different competition modes on students’ vocabulary learning effect and learning motivation. A group of 79 sixth grade students from China were randomly assigned to a non-competitive class, an individual competition class, and an inter-group competition class. The experiment was conducted in an English vocabulary course, and the game competition was carried out using the Quizlet Live game platform. The results indicated that: (1) the vocabulary learning effect and motivation of students in the competitive classes (individual competition and inter-group competition) were better than those in the non-competitive class; (2) the learning effect of students in the inter-group competitive class outperformed that of the individual competitive class, but there was no significant difference in learning motivation. Through the qualitative analysis of the students’ interviews, it was found that the results of inter-group competition may be related to the student’s perception of learning and emotional support. The findings of this study can provide relevant support for the subsequent game-based learning design.</description><subject>Academic achievement</subject><subject>Anxiety</subject><subject>Children & youth</subject><subject>Collaborative learning</subject><subject>Competition</subject><subject>Confidence</subject><subject>Cooperation</subject><subject>Cooperative learning</subject><subject>Design</subject><subject>Education</subject><subject>Educational objectives</subject><subject>Elementary school students</subject><subject>Foreign language learning</subject><subject>Games</subject><subject>Gamification</subject><subject>Interactive learning</subject><subject>Junior high school students</subject><subject>Language</subject><subject>Learning</subject><subject>Learning strategies</subject><subject>Methods</subject><subject>Middle school students</subject><subject>Motivation</subject><subject>Qualitative analysis</subject><subject>Qualitative research</subject><subject>Student attitudes</subject><subject>Students</subject><subject>Sustainability</subject><subject>Vocabulary learning</subject><issn>2071-1050</issn><issn>2071-1050</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNpVkU1LAzEQhoMoWGov_oKAJ4WtyWaT3T2WUmuhIlg9Soj5qCndzZpkxf57Uypq5zLDO8-8MzAAXGI0JqRGt6HHBcaM5ewEDHJU4gwjik7_1edgFMIGpSAE15gNwOui6YSMcBV7tYPOwPiu4VIL39p2DWfGaBkDFK2CDy7aTxGta_fY1DWdjjZJOnWUDtC2cC4aa6xWvwYX4MyIbdCjnzwEL3ez5-l9tnycL6aTZSbTHTGrpNElZhLlSiCGy4qJnBJM6pqy-q2ieVXWRKi8kCUqhBRC1UorwxhVMqc1IUNwdfDtvPvodYh843rfppU8Z2VRYEqqPTU-UGux1dy2xkWf3KRQurHStdrYpE_KqkCkoCVOA9dHA4mJ-iuuRR8CX6yejtmbAyu9C8FrwztvG-F3HCO-fw__ew_5BuFzf5Q</recordid><startdate>20220601</startdate><enddate>20220601</enddate><creator>Liu, Yu-Jiao</creator><creator>Zhou, Ying-Ge</creator><creator>Li, Qi-Long</creator><creator>Ye, Xin-Dong</creator><general>MDPI AG</general><scope>AAYXX</scope><scope>CITATION</scope><scope>ISR</scope><scope>4U-</scope><scope>7T9</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><orcidid>https://orcid.org/0000-0003-4187-0160</orcidid></search><sort><creationdate>20220601</creationdate><title>Impact Study of the Learning Effects and Motivation of Competitive Modes in Gamified Learning</title><author>Liu, Yu-Jiao ; Zhou, Ying-Ge ; Li, Qi-Long ; Ye, Xin-Dong</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c331t-8cfe716c02da061786a2531399569b8528793ad24c704acaad9dedf665dc25933</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Academic achievement</topic><topic>Anxiety</topic><topic>Children & youth</topic><topic>Collaborative learning</topic><topic>Competition</topic><topic>Confidence</topic><topic>Cooperation</topic><topic>Cooperative learning</topic><topic>Design</topic><topic>Education</topic><topic>Educational objectives</topic><topic>Elementary school students</topic><topic>Foreign language learning</topic><topic>Games</topic><topic>Gamification</topic><topic>Interactive learning</topic><topic>Junior high school students</topic><topic>Language</topic><topic>Learning</topic><topic>Learning strategies</topic><topic>Methods</topic><topic>Middle school students</topic><topic>Motivation</topic><topic>Qualitative analysis</topic><topic>Qualitative research</topic><topic>Student attitudes</topic><topic>Students</topic><topic>Sustainability</topic><topic>Vocabulary learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Liu, Yu-Jiao</creatorcontrib><creatorcontrib>Zhou, Ying-Ge</creatorcontrib><creatorcontrib>Li, Qi-Long</creatorcontrib><creatorcontrib>Ye, Xin-Dong</creatorcontrib><collection>CrossRef</collection><collection>Gale In Context: Science</collection><collection>University Readers</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><jtitle>Sustainability</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Liu, Yu-Jiao</au><au>Zhou, Ying-Ge</au><au>Li, Qi-Long</au><au>Ye, Xin-Dong</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Impact Study of the Learning Effects and Motivation of Competitive Modes in Gamified Learning</atitle><jtitle>Sustainability</jtitle><date>2022-06-01</date><risdate>2022</risdate><volume>14</volume><issue>11</issue><spage>6626</spage><pages>6626-</pages><issn>2071-1050</issn><eissn>2071-1050</eissn><abstract>At a time when game-based learning has become a research hotspot, this study focused on the competition mechanism in gamified learning, aiming to explore the impact of different competition modes on students’ vocabulary learning effect and learning motivation. A group of 79 sixth grade students from China were randomly assigned to a non-competitive class, an individual competition class, and an inter-group competition class. The experiment was conducted in an English vocabulary course, and the game competition was carried out using the Quizlet Live game platform. The results indicated that: (1) the vocabulary learning effect and motivation of students in the competitive classes (individual competition and inter-group competition) were better than those in the non-competitive class; (2) the learning effect of students in the inter-group competitive class outperformed that of the individual competitive class, but there was no significant difference in learning motivation. Through the qualitative analysis of the students’ interviews, it was found that the results of inter-group competition may be related to the student’s perception of learning and emotional support. The findings of this study can provide relevant support for the subsequent game-based learning design.</abstract><cop>Basel</cop><pub>MDPI AG</pub><doi>10.3390/su14116626</doi><orcidid>https://orcid.org/0000-0003-4187-0160</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2071-1050 |
| ispartof | Sustainability, 2022-06, Vol.14 (11), p.6626 |
| issn | 2071-1050 2071-1050 |
| language | eng |
| recordid | cdi_proquest_journals_2674415383 |
| source | MDPI - Multidisciplinary Digital Publishing Institute; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals |
| subjects | Academic achievement Anxiety Children & youth Collaborative learning Competition Confidence Cooperation Cooperative learning Design Education Educational objectives Elementary school students Foreign language learning Games Gamification Interactive learning Junior high school students Language Learning Learning strategies Methods Middle school students Motivation Qualitative analysis Qualitative research Student attitudes Students Sustainability Vocabulary learning |
| title | Impact Study of the Learning Effects and Motivation of Competitive Modes in Gamified Learning |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-06T17%3A57%3A55IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Impact%20Study%20of%20the%20Learning%20Effects%20and%20Motivation%20of%20Competitive%20Modes%20in%20Gamified%20Learning&rft.jtitle=Sustainability&rft.au=Liu,%20Yu-Jiao&rft.date=2022-06-01&rft.volume=14&rft.issue=11&rft.spage=6626&rft.pages=6626-&rft.issn=2071-1050&rft.eissn=2071-1050&rft_id=info:doi/10.3390/su14116626&rft_dat=%3Cgale_proqu%3EA784034571%3C/gale_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2674415383&rft_id=info:pmid/&rft_galeid=A784034571&rfr_iscdi=true |