Design-based research on gamified outdoor social enquiry learning with context-aware technology: integration of teacher facilitation for advancing the pedagogical effectiveness

Jong, Morris Siu‐Yung; Chan, To; Tam, Vincent; Jiang, Michael Yi‐Chao

doi:10.1504/ijmlo.2021.111601

Cited by 6 publications

(3 citation statements)

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“…Therefore, more studies in different flipped tertiary EFL settings are needed to explore the effects of integrating ASR technology on students' oral English complexity. Moreover, follow-up studies should be conducted from a perspective of design-based research (Jong et al, 2021) to explore further and confirm our findings. Also, more empirical studies need to be conducted to evaluate students' peer interaction in addition to oral complexity, such as accuracy, fluency and task-based interactional features.…”

Section: Conclusion and Limitationsmentioning

confidence: 60%

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Jiang

Jong

Lau

et al. 2021

AJET

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The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all students’ in-class task performance was recorded, based on which the metrics of oral complexity were coded and computed. A two-way between- and within-subjects repeated measures design was conducted to examine the effects of the group factor, the time factor and the group × time interaction effects. The results showed that the EG students performed statistically better than their counterparts in the CG on lexical complexity and syntactic complexity. Moreover, significant improvement in phrasal complexity was witnessed over time in both groups. Significant group × time interaction effects were witnessed on overall complexity or subordination complexity. The gradients of the EG trajectories of the two metrics were greater than those of the CG. However, on phrasal complexity, the interaction effect was not significant.

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Section: Conclusion and Limitationsmentioning

confidence: 60%

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Jiang

Jong

Lau

et al. 2021

AJET

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“…Challenge, competition, and cooperation tasks can enhance motivation ( Glover, 2013 ; Jayalath & Esichaikul, 2020 ; Su & Cheng, 2015 ). The work in Jong et al (2021) used DBR to show the importance of gamified mobile learning and verbal pedagogical, administrative, and technical intervention in higher education. Furthermore, reducing the multiple answers format was a manner to maintain students’ attention while presenting a complex reading strategy, such as making inferences.…”

Section: Discussionmentioning

confidence: 99%

Design of a micro-learning framework and mobile application using design-based research

Robles

Jimeno

Villalba

et al. 2023

PeerJ Computer Science

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Traditional learning techniques have evolved slowly and have yet to adapt the course content delivery to today’s students’ approaches to acquiring new knowledge. However, micro-learning has become popular in e-Learning environments as a course design technique due to short attention spans, demand for small chunks of information, and time constraints. Hence, it has been selected for creating reading mobile applications provided to the nature of its learning approach. In order to describe the multiple iterations of design, development, and evaluation of this general framework, a methodology named Design-Based Research (DBR) is implemented. First, the article presents the abstract framework components and a cloud-based software architecture that allows a modular approach to creating such applications. The pathway developed through adapting the iPAC framework, which involves personalization, authenticity, and collaboration, is part of the methodology used to design the app under pedagogical and technological considerations. The process demanded the following phases: analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction, and final critical reflections. Four applied instruments also validate the framework implementation: The iPAC Rubric, an aphorisms checklist, a pre and post-test, a focus group, and a usability test taken by 28 students in a private university in Colombia. Findings indicated that Design-Based Research (DBR) methodology emerged as an appropriate tool to encounter the needs behind reading applications design due to its sequence of operations yields results successively closer to adequate usability standards and smooth implementation. They also reveal the positive impact of new types of texts on students’ motivation and awareness toward other reading strategies and micro-learning. This impact indeed proved the proposed framework’s effectiveness for designing micro-learning applications.

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“…Another way to maximise learners' motivation and engagement is to incorporate gaming into learning and teaching activities. Gamification is the pedagogical integration of gaming mechanics and technologies into non-gaming educational situations in order to inspire and engage learners in the learning and teaching processes (Jong et al, 2021). When gaming scenarios are connected to course concepts, it effectively assists students in achieving their learning objectives.…”

Section: Discussionmentioning

confidence: 99%

Scenario-based mobile application design for young dual-language learners: evidence from factor analysis

Phanthaphoommee¹,

Nomnian²,

Wiboolyasarin³

et al. 2023

IJMLO

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This article aimed to provide new insights into critical factors to consider when developing a scenario-based mobile application (SBMA) for dual-language learners (DLLs). It is intended to investigate the factorial structure of the SBMA for young students in an elementary school context using exploratory and confirmatory factor analysis (CFA). The convenience sampling method was used to recruit 1,040 in-service teachers to complete the internet-based questionnaire. For half of the respondents, exploratory factor analysis (EFA) was conducted to identify the factors for SBMA design for young DLLs, and CFA was used to ascertain the model fit. The EFA identified five factors from 32 items, and through CFA, the results indicated that the five factors obtained from the EFA were validated: 1) application attribute; 2) lesson content; 3) immersive environment; 4) learning strategy; 5) instructional use. The findings shed light on how SBMA could be designed for DLLs.

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Design-based research on gamified outdoor social enquiry learning with context-aware technology: integration of teacher facilitation for advancing the pedagogical effectiveness

Cited by 6 publications

References 0 publications

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Design of a micro-learning framework and mobile application using design-based research

Scenario-based mobile application design for young dual-language learners: evidence from factor analysis

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