This study attempts to probe into the impact of learners' gender on learning outcomes and motivation. A digital game focusing on the topic of emergency first aid is designed for the purpose of this present study, according to the curriculum objectives for a content-based instruction (CBI) course as part of the experiment. In the process of playing the game, learners are able to acquire both first aid knowledge and language skills at the same time. Results show that gender has no significant effect on the learning achievement, but causes significant differences in learning motivation. Learners of different genders are found to have better learning achievement through digital game-based learning. In a moderate genre digital game, female learners' motivation is significantly higher than that of male learners. The usability of the digital game in this study receives positive response from learners regardless of gender. This evaluation on usability is correlated with the findings of this study. Our analysis also demonstrates that game contents in the moderate genre reduce the effect of gender on learning achievement and motivation. Based on the above findings, this study suggests a relationship between gender and digital game-based learning and proposes avenues for further research.
Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.
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