Proceedings ArticleDOI
Examining the Effects of Gamification on Chinese College Students’ Foreign Language Anxiety: A Preliminary Exploration
Luying Zhang,Yang Chen +1 more
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TLDR
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.read more
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Journal ArticleDOI
Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection
TL;DR: In this paper , an educator's experience of incorporating elements of gamification in an environmental science course delivered in a micro-campus established through a Sino-American educational collaboration is described.
Proceedings ArticleDOI
Examining Students’ Over-time Behavioral, Cognitive, Emotional, and Agentic Engagement in Gamified Preclass Learning
Yang Chen,Hua Yin +1 more
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.
Proceedings ArticleDOI
Investigating Chinese College Students’ Cognitive Load in a Gamified Foreign Language Class: A Pilot Study
Yang Chen,Lu Zhang,Chengting Mao +2 more
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.
Journal ArticleDOI
A Longitudinal Study on Students’ Foreign Language Anxiety and Cognitive Load in Gamified Classes of Higher Education
Yang Chen,Lu Zhang,Hua Yin +2 more
TL;DR: In this paper , the authors designed a gamified flipped learning context in a Chinese university and conducted five surveys, three semi-structured interviews, and consecutive in-class observation in 15 sessions.
References
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Proceedings ArticleDOI
From game design elements to gamefulness: defining "gamification"
TL;DR: A definition of "gamification" is proposed as the use of game design elements in non-game contexts and it is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena.
Journal ArticleDOI
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Journal ArticleDOI
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Journal ArticleDOI
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Journal ArticleDOI
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