Author
Hua Yin
Bio: Hua Yin is an academic researcher from Harbin Institute of Technology. The author has contributed to research in topics: Psychology & Cognition. The author has an hindex of 1, co-authored 1 publications receiving 3 citations.
Topics: Psychology, Cognition, Mediation, Student engagement, Medicine
Papers
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25 Sep 2020
TL;DR: In this article, the authors proposed a conceptual model elaborating that the use of gamification in pre-class learning of flipped EFL courses may enhance students' engagement in terms of behavior, emotion, cognition, and agency and their positive beliefs about language learning.
Abstract: Students' inadequate engagement in pre-class learning is one of the causal factors that impede effective flipped learning. One possible solution can be the implementation of gamification in pre-class learning activities since motivating effects of game design elements in education have been discovered by previous empirical research. In the specific context of flipped EFL courses, student engagement in pre-class learning activities may interact with their language learning beliefs. Based on a theoretical analysis, this study proposes a conceptual model elaborating that the use of gamification in pre-class learning of flipped EFL courses may enhance students' engagement in terms of behavior, emotion, cognition, and agency and their positive beliefs about language learning. Limitations and future research recommendations are presented in the end.
6 citations
16 Apr 2022
TL;DR: The authors examined students' over-time behavioral, cognitive, emotional, and agentic engagement in the gamified pre-class learning section of a 15-week flipped English classroom in a Chinese university.
Abstract: Pre-class learning is crucial to the overall instructional success of flipped classrooms. However, researchers have pointed out that students show low pre-class learning engagement in flipped learning. At the same time, gamification, a rising instructional approach, has been increasingly used in the educational domain. By using mixed methods, this study examines students’ over-time behavioral, cognitive, emotional, and agentic engagement in the gamified pre-class learning section of a 15-week flipped English classroom in a Chinese university. Quantitative results of this study reveal that students’ behavioral, cognitive, emotional, and agentic engagement did not show statistical differences over time. While, the qualitative findings explain that learning engagement could be balanced by the positive influences of gamification design and some negative factors, such as the novelty effect. This study is expected to provide academic references for teachers and researchers about applying gamification design to flipped classrooms.
TL;DR: Wang et al. as mentioned in this paper investigated the relationship between peer victimization and suicidal ideation in Chinese left-behind adolescents and the mediating effect of psychological suzhi (a comprehensive positive quality that related to developmental, adaptive, and creative behaviors) and the moderating role of family cohesion.
TL;DR: In this article , the mediation effect of psychological suzhi and the moderation effect of subjective socioeconomic status (SSS) were investigated along with the direct effects of EMWS and CPAN on prosocial behavior.
Abstract: Prosocial behavior plays a vital role in adolescents’ well-being and social functioning, with the recall of early emotional experiences being a major influence. Positive experiences such as early memories of warmth and safeness (EMWS) contribute to prosocial interpersonal characteristics, whereas adverse experiences such as child psychological abuse and neglect (CPAN) lead to social withdrawal or behavioral problems. The direct effects of EMWS and CPAN on prosocial behavior were investigated in this study, along with the mediation effect of psychological suzhi and the moderation effect of subjective socioeconomic status (SSS). A sample of 948 adolescents (Mage = 14.05 years, SD = 1.68 years; 43.6% females) was randomly recruited to complete self-report questionnaires. Correlation results indicated that EMWS promoted prosocial behavior, whereas CPAN was negatively associated with prosocial behavior. Path analyses confirmed the mediating role of psychological suzhi on the effects of EMWS and CPAN on prosocial behavior. SSS was shown to moderate the effects of EMWS on prosocial behavior and CPAN on psychological suzhi. Compared to lower SSS, higher SSS would reinforce the positive impact of EMWS on prosocial behavior and exacerbate the negative impact of CPAN on psychological suzhi. The current study provided new insight into understanding the underlying mechanisms of prosocial behavior from the perspective of early emotional experiences.
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01 Jan 2016
TL;DR: Goal setting a motivational technique that works is available in the authors' digital library an online access to it is set as public so you can download it instantly, and is universally compatible with any devices to read.
Abstract: goal setting a motivational technique that works is available in our digital library an online access to it is set as public so you can download it instantly. Our book servers hosts in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the goal setting a motivational technique that works is universally compatible with any devices to read.
130 citations
03 Feb 2021
TL;DR: This article investigated the effects of gamification on foreign language anxiety in second or foreign language learning and found that gamification is helpful in visualizing their learning goals and creating a relaxing learning environment, but they can be frustrated by some complex game designs.
Abstract: Foreign language anxiety (FLA) is considered as a strong predictor of students’ performance in second or foreign language learning. Although studies of implementing gamification to facilitate language learning are drawing more and more attention, limited research has been conducted to explore the effects of gamification on FLA. By conducting semi-structured interviews, this paper investigated students’ perceptions of gamification and their FLA in the preliminary stage of a gamified College English Listening and Speaking (ELS) class. Two major findings of this study are reported: 1) Students believe that gamification is helpful in visualizing their learning goals and creating a relaxing learning environment, but they can be frustrated by some complex game designs; 2) Students’ FLA mainly comes from speaking English publicly, lacking preparation, fear of making mistakes, and introverted personality, and the alleviating effects of gamification can vary according to the sources and levels of students’ FLA. For students who feel anxious due to their introverted personality or lacking preparation, the effect of gamification on reducing anxiety is less obvious. For students with lower anxiety levels, gamification alleviates their feelings of embarrassment and nervousness and promotes their classroom participation in a relatively more remarkable way comparing to their counterparts. This study is expected to contribute to the literature of gamification and foreign language education by exploring the preliminary effects of gamification on language learners’ anxiety and providing references for further longitudinal research.
4 citations
TL;DR: This article explored the ecology of the pandemic-induced online English as foreign language (EFL) classrooms in Chinese middle schools and perceptions held by the English teachers, students, and parents.
Abstract: The outbreak of COVID-19 has induced an abrupt shift from face-to-face instruction to online delivery mode for academic continuity. This research aims to explore the ecology of the pandemic-induced online English as foreign language (EFL) classrooms in Chinese middle schools and perceptions held by the English teachers, students, and parents. By analyzing data collected from 10, 576 questionnaires and eleven interviews, this study revealed how these participants played their respective parts in online EFL classroom ecology. Also, it was found that teachers’ evaluations of students’ learning performance (learning engagement and outcomes) and teacher-student interactions (in-class interaction, after-class interaction, and teachers’ feedback about homework) and their overall satisfaction of the online EFL classrooms were lower than that of the other two groups. In addition, major concerns of the participants about online EFL teaching and learning were identified, such as students’ vision damage and inadequate self-discipline, lack of face-to-face communication, and unstable Internet connection. Through presenting and discussing the research findings, this study is expected to provide implications and insights for foreign language educators, learners, and parents worldwide in adapting to online classrooms during public crises.
2 citations
26 Feb 2022
TL;DR: In this paper , the authors investigated how gamification design exerts influence on students' cognitive load in language learning and found that complicated game rules and learning tasks exerted extra cognitive load, while the paper-pen based game operation did not.
Abstract: In recent years, gamification has gained popularity in the educational context. A considerable body of research has explored effects of this innovative instructional method on students. However, limited studies investigated how gamification design exerts influence on students’ cognitive load in language learning. In order to have a better understanding of the influence of gamification design in a foreign language class, this pilot study incorporates different game elements into instructions and activities in an English course at a Chinese university and examines students’ perceived cognitive load through semi-structured interviews. The research findings indicate that the complicated game rules and learning tasks exerted extra cognitive load, while the paper-pen based game operation did not. The findings and implications are discussed from the perspective of instructional design and gamification implementation.