Mobile game-based learning as a solution in COVID-19 era: Modeling the pedagogical affordance and student interactions

Abstract

The closure of educational institutions due to the COVID-19 pandemic leads imperatively to the utilization of technological advances and the Internet for enabling the continuity of learning. To this direction, Mobile Game-based Learning (MGbL) can be beneficial to teaching and learning; since, from technological perspective, most students prefer to use their mobile devices, such as smartphones or tablets, and from pedagogical perspective, incorporating gaming in educational process can boost students' motivation for learning and improve their learning outcomes. Hence, this study investigates learners' intention to use MGbL as an alternative educational practice during the COVID-19 pandemic, by modeling the pedagogical affordance of this technology and student interactions with it. As a testbed for this research, a MGbL application was used for the instruction of the programming language C# in higher education, during the lockdown period of 2020. The findings reveal that the MGbL technology has a significant and positive impact on student engagement and academic performance.

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

“… Lai (2015) investigated the relationship between internal variables of technology acceptance and learner’s intention to use technology in language learning context. Currently, TAM has been identified as a stable and parsimonious theoretical model for applications in educational contexts, such as mobile game-based learning as a solution in COVID-19 era ( Krouska et al, 2021 ), social networking-based learning ( Troussas et al, 2021 ), the integration of Augmented Reality (AR) in course training ( Papakostas et al, 2021 ), the digital learning technologies ( Sprenger and Schwaninger, 2021 ), and language teachers’ adoption of educational technology ( Sun and Mei, 2020 ). However, although there are a lot of studies to explore the technology acceptance model and connect this model with educational issues, there are still few researches to further investigate how learners’ technology acceptance influence language learning in mainland China and whether technology acceptance can be the mediating variable to influence students’ self-directed language learning.…”

Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19

“…Additionally, some teachers had to use multiple online platforms in parallel including learning management systems (Moodle or E-class) and communicative platforms (Google Meet, Zoom or MS Teams), which complicates the organization of tasks ( Kanetaki et al, 2021 ). In this line, teachers have also increased the use of gamified activities that involve coping with technical difficulties, although they facilitate students’ motivation given that they contribute fun to learning ( Krouska et al, 2022 ). We therefore explored the variation in teachers’ well-being before and after ERT, analyzed the main reasons for these changes, and sought to uncover how teachers dealt with these challenges.…”

The Influence of College Entrepreneurship Education System on the Cultivation of Applied Innovative Talents

“… Troussas et al (2021) explored the importance of innovative technology, Social Networking for Advancing Knowledge in E-learning environment (SNAKE), in students’ acquiring knowledge and improving their performance ( Troussas et al, 2021 ). Krouska et al (2021) pointed out that most students prefer to use their mobile devices such as smartphones or Ipad. The integration of games into the educational process may increase students’ motivation and improve their learning outcomes.…”

“…The integration of games into the educational process may increase students’ motivation and improve their learning outcomes. Research has found that innovative learning models based on mobile games have a significant positive impact on the engagement and academic performance of students ( Krouska et al, 2021 ). Papakostas et al (2021a) pointed out that the innovative behavior of integrating augmented reality (AR) technology into welding training can largely improve the efficiency, safety and time gain of the operation, and reduce the cost of consumables and infrastructure ( Papakostas et al, 2021a ).…”