A mobile instructional pervasive game method for language learning

Chang, Ching Yi; Shih, Ju Ling; Chang, Chung Pai

doi:10.1007/s10209-016-0496-6

Cited by 17 publications

(17 citation statements)

References 18 publications

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“…The finding conforms to the studies of Wu et al () and Chang et al () in that mobile learning is helpful to students in making decisions and improving their learning performance. It is found that interaction complexity has an impact on students' cognitive load during mobile learning process, especially the ME; this conclusion coincides with the cognitive load theory (Paas & Van Merrienboer, ; Sweller et al, ) and the study of Sung et al () in that interaction complexity can bring higher ME; thus, H2 was verified.…”

Section: Discussionsupporting

confidence: 91%

“…Nevertheless, when it comes to cognitive load, conclusions are various. Some show that both the ML and ME in experimental group was lower than those in control group (Lin & Lin, ; Shadiev et al, ); some show that both the ML and ME in experimental group was higher than those in control group (Sung, Hwang, Liu, & Chiu, ), whereas others find that there was no significant difference between two groups in both ML and ME (Chang, Shih, & Chang, ). Additionally, some studies show that students in experimental class did not perform better than students in control class as their ML was higher (Chu, ), as they require interacting not only with digital learning materials.…”

Section: Literature Reviewmentioning

confidence: 99%

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Learning performance and cognitive load in mobile learning: Impact of interaction complexity

Wang

Fang²,

Miao

2018

Computer Assisted Learning

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In the increasing pervasiveness of today's digital society, mobile devices are changing the face of education. Students can interact with mobile devices in context-aware environment. This paper presents a mobile application based on expert system (Plant-E) for students to acquire knowledge about plant classification by answering decision-making questions. In order to study effectiveness of Plant-E and cognitive load of students who experience different kinds of interaction in learning process, another mobile application (Plant-G) only providing information pages of plants was developed. A quasi-experiment was conducted with three classes of 137 seventh graders. The three classes, Class A with 46 students using Plant-E in campus, Class B with 44 students using Plant-G in campus, and Class C with 47 students using Plant-G in a traditional classroom, constitute three groups with different interaction complexity. The research conducted pretest, posttest, and delayed test to evaluate learning performance of students in three classes and used a questionnaire to investigate their perceptions and attitudes towards proposed system. Results show that interaction complexity has an impact on students' learning performance and mental effort in mobile learning; the higher the interaction complexity is, the higher mental effort and the better learning performance in mobile learning will be.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Learning performance and cognitive load in mobile learning: Impact of interaction complexity

Wang

Fang²,

Miao

2018

Computer Assisted Learning

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“…No studies within our scoping review identified the intention to improve ELLs' reading skills through DGBLL. However, 10 studies examined more than one language skill (e.g., Chang, Shih, & Chang, 2017;Rico, Agudo, & Sanchez, 2015). For example, Chang and colleagues (2017) evaluated the effectiveness of using a mobile instructional game on university students' English language learning, where the outcomes measured vocabulary, grammar, reading, and writing.…”

Section: [Insert Table 2 Here]mentioning

confidence: 99%

A scoping review of digital game-based technology on English language learning

Chen

Eutsler

et al. 2019

Education Tech Research Dev

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Learning with games has been increasing in practice, but review studies of the features and learning outcomes involving digital games to develop language learning are scarce. This scoping review investigates the current practices of digital game-based language learning to support English language learning, in terms of participants' characteristics, methodological features, gaming characteristics, and an association between game availability and gaming characteristics.Our results indicate: (1) vocabulary is the most dominant practiced language skills; (2) methods employed were primarily quantitative with researcher-designed tests; (3) commercial games contain the most elements of a good game; (4) use of good gaming elements is inconsistent among digital games. We provide strategies for educational researchers to improve their rigor in research, along with explicit criteria that digital game designers can apply toward language-learning game development. As educational technology continues to transform language learning, we emphasize the need for continued research and development that investigates how gaming elements in mobile learning environments may improve language-learning outcomes.

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“…The rest of the works are distributed among the other areas as in the graphic of Figure 3. For instance, they were used as tools on a hybrid table to demonstrate a multi-touch technology and to assist teaching in the works of [Berns et al 2016], [Chang et al 2017] and [Wu et al 2018]. In the health domain, we find the work [Kang et al 2016], which uses hybrid games to prevent dementia in the elderly.…”

Section: Resultsmentioning

confidence: 99%

A Systematic Mapping of Hybrid Games in the Academy

Paiva

Mendonça

Viana

2022

Anais Estendidos Do XXI Simpósio Brasileiro De Jogos E Entretenimento Digital (SBGames Estendido 2022)

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Hybrid games can be defined as games that combine digital and analog elements in their composition. However, hybrid games bring with them challenges from both the digital and analog domains, making their development and evaluation complex. The main objective of this paper is to rise state of the art and the practice of hybrid games in academia. A standard systematic mapping methodology using digital databases for research was applied and 31 works out of a total of 395 were accepted. Through their analysis it was possible to identify the main technologies used, the areas of greatest predominance in the use of hybrid games and the methods of most used assessment.

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A mobile instructional pervasive game method for language learning

Cited by 17 publications

References 18 publications

Learning performance and cognitive load in mobile learning: Impact of interaction complexity

Learning performance and cognitive load in mobile learning: Impact of interaction complexity

A scoping review of digital game-based technology on English language learning

A Systematic Mapping of Hybrid Games in the Academy

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