A Smart Collaborative Educational Game with Learning Analytics to Support English Vocabulary Teaching

Tlili, Ahmed; Hattab, Sarra; Essalmi, Fathi; Chen, Nian-Shing; Huang, Ronghuai; Kinshuk, R.; Chang, Maiga; Burgos, Daniel

doi:10.9781/ijimai.2021.03.002

Cited by 16 publications

(13 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is also concluded that, indeed, the GLA serve to predict students' engagement with a game, which has also been demonstrated in previous research in the area [13] [27]. Hence, teachers willing to use Be (the) 1: Challenge can predict the extent to which students are engaged by analyzing the data displayed in the dashboard.…”

Section: Liked To Get Support From My Classmates Because Some Of Them...supporting

confidence: 67%

“…In addition to this, [12] assert that studying games in respect to language learning leads to a deeper understanding of its effects. Additionally, [13] and [14] assert that implementing SGs in the language classroom can increase students' engagement and motivation. More authors such as [15][16] have demonstrated the impact of SGs specifically in vocabulary learning.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Understanding students’ engagement with a Serious Game to learn English: A sociocultural perspective

Cruz

2022

IJSG

View full text Add to dashboard Cite

Research studies have demonstrated that students’ sociocultural background influences their learning and engagement processes in classroom activities. Additionally, research studies have shown inconclusive effects of how Serious Games improve students’ engagement. Therefore, this article describes the results of a research study that analyzed, from a sociocultural perspective, the incorporation of the Serious Game (SG) Be (the) 1: Challenge in a classroom setting with forty-seven high school students who live in vulnerable conditions in the Amazonian region of Colombia. A revised version of the Motivation Attitude Knowledge Engagement (MAKE) survey was implemented to inquire students’ engagement with the game, including open-ending questions. Moreover, GLA from a teachers’ dashboard were collected to track students’ achievements and progress during gameplay. Data was analyzed, triangulated, and interpreted through the lenses of the Reflective Play Activity Model (RPAM) to have a better understanding of students’ interactions with the game in the classroom. The main findings reveal that (1) when students developed intrinsic play, their cognitive, emotional, and behavioral engagement was low, but when they developed extrinsic play, their engagement increased, and (2) GLA serve to predict students’ engagement with a SG in marginalized settings. Additionally, this study refines the RPAM by deepening how this model can occur in face-to-face settings with students who, due to their sociocultural background, do not have access to discuss, construct, exchange, and share information about game features in online environments.

show abstract

Section: Liked To Get Support From My Classmates Because Some Of Them...supporting

confidence: 67%

mentioning

confidence: 99%

Understanding students’ engagement with a Serious Game to learn English: A sociocultural perspective

Cruz

2022

IJSG

View full text Add to dashboard Cite

show abstract

“…EFL learners can enrich their vocabulary while playing happily and excitingly (Tlili et al, 2021). One of the communicative games in teaching vocabulary is the Hangman game (Kuning & Rohaina, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…It is intended to support using Hangman games for EFL learners in remote areas where internet connections are difficult to reach. However, some previous researchers stated that digital-based games are very suitable today (Lustek et al, 2019;Tlili et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Empowering Offline Pedagogical Hangman Games and Its Effect on EFL Learner’s Vocabulary Acquisition

2022

IJSSES

View full text Add to dashboard Cite

This study examined the Influence of pedagogical offline hangman games on the EFL learner's vocabulary acquisition. This research was a quasi-experimental design involving independent and dependent variables. Participants were 60 EFL learners from Indonesian Rural Junior High schools ages 12-15 years, selected by purposive sampling. The data were collected by a multiple-choice vocabulary test with four answer choices with a reliability coefficient of 0.92. The Shapiro-Will test was used to determine normality, whereas Levine's test was for homogeneity. To analyze the data, researchers used independent sample t-tests and N-Gain indexes. These results revealed a significant difference between the experimental and control groups in terms of the EFL vocabulary gains of the learners. The N-gain index test showed that the average score in the experimental group was 0.444 or 44.4%, while it was 0.043 or 4.3% in the control class. The results indicated that using the offline pedagogical hangman games as media was more effective than conventional ones for EFL vocabulary learning.

show abstract

“…In order to assist learners in locating the more interesting language courses, especially vocabulary courses, in an English as a Foreign Language (EFL) environment, Ghaemi investigated the impact of short message services (SMS) provided through social networks on the vocabulary learning process of the EFL learners [4]. Tlili et al applied learning analysis (LA) method to design an intelligent collaborative educational game to promote English vocabulary learning in primary school students [5]. ey provide a number of informative insights that are not recognized by public authorities given the brief time period involved and the fact that the sample samples are quite.…”

Section: Related Workmentioning

confidence: 99%

Adaptive Learning Model of English Vocabulary Based on Blockchain and Deep Learning

2022

Mobile Information Systems

View full text Add to dashboard Cite

As one of the three basic elements of language, vocabulary is particularly important when learning English. Nowadays, many students are faced with problems such as boring vocabulary teaching, forgetting quickly after reciting, inefficient vocabulary learning, and lack of initiative. Therefore, it is imperative to seek a scientific and effective teaching mode to improve students’ vocabulary achievement. It builds an adaptive learning model of English vocabulary based on blockchain and deep learning, and tests the model. According to the experimental data, 46.8% of the learners will often read English newspapers or magazines to expand their English vocabulary. 50.4% of the students classified and memorized English vocabulary according to different categories. 59% of students often use context to memorize English vocabulary. The results show that before using the English vocabulary adaptive learning model based on blockchain and moderate learning, the average score of students’ methods and strategies is in the middle and lower levels. After using the adaptive learning model, some students have been able to use some learning strategies, and a small number of students have expanded their vocabulary through extracurricular reading.

show abstract

A Smart Collaborative Educational Game with Learning Analytics to Support English Vocabulary Teaching

Cited by 16 publications

References 28 publications

Understanding students’ engagement with a Serious Game to learn English: A sociocultural perspective

Understanding students’ engagement with a Serious Game to learn English: A sociocultural perspective

Empowering Offline Pedagogical Hangman Games and Its Effect on EFL Learner’s Vocabulary Acquisition

Adaptive Learning Model of English Vocabulary Based on Blockchain and Deep Learning

Contact Info

Product

Resources

About