Verifying EFL Autonomous Learning by Digital Gaming: Definitions and Concepts

Al-Obaydi, Liqaa Habeb; Pikhart, Marcel; Klímová, Blanka

doi:10.3991/ijet.v18i05.36617

Cited by 4 publications

(3 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…How much will the use of a very modern and current AI-driven tool, ChatGPT correspond with these specific aims of learning? These accepted concepts of education were presented by Al-Obaydi [1]. Academic disciplines have very distinct ideas about what learning is, which is largely due to the many ways that the learning process is evaluated in each individual subject.…”

Section: Concepts Of Learningmentioning

confidence: 99%

“…The current study concentrated on observing how the participants used ChatGPT for some of their homework; writing compositions and dialogues. As a comparison to the ChatGPT context employed in this study, the researchers then used a list of concepts and definitions of learning and language learning, as they were summarized by Al-Obaydi, Pikhart & Klimova [1]. In order to concentrate on a variety of ideas related to learning in general and language learning in particular, the definitions and notions were divided into several categories.…”

Section: Data Collectionmentioning

confidence: 99%

See 1 more Smart Citation

ChatGPT and the General Concepts of Education: Can Artificial Intelligence-Driven Chatbots Support the Process of Language Learning?

Habeb Al-Obaydi,

Pikhart,

Klimova

2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

This paper explores the correspondence between the use of ChatGPT and the generally accepted definitions of learning. The study compares the data provided by ChatGPT with well-known definitions of learning in order to determine if the use of the chatbot supports language learning. The research questions focus on the alignment between ChatGPT and the definitions of learning, the potential behavioral changes resulting from learning via ChatGPT, the learning experience provided by the chatbot, and the support it offers for language learning and the development of linguistic and social skills. The methodology of the study involves a qualitative approach, collecting data from university students who used ChatGPT to complete writing assignments. The participants were observed during their interaction with ChatGPT, and interviews were conducted to gather their perspectives. The collected data were compared to a list of definitions and concepts of learning and language learning. The results indicate that learning via ChatGPT did not lead to immediate behavioral changes, as observed in the participants’ interactions. However, the use of ChatGPT, if repeated, could provide an experience that may contribute to learning, particularly in terms of motivation and engagement. The study also found that the learning process with ChatGPT lacked the traditional elements of student-teacher interaction and specific learning materials but offered a wide range of general material for consultation. Furthermore, the use of ChatGPT was seen to support language learning and the development of linguistic and social skills if it is used with other learning strategies. This paper sheds light on the potential of AI-driven chatbots, specifically ChatGPT, for language learning in relation to the use of writing composition and dialogues which leads to more laziness and dependence unless it is used with other learning techniques in language learning context. The use of ChatGPT serves more content knowledge in all disciplines more than oral skills of language learning. It highlights the need for further research to understand the limitations and risks associated with such technology and to explore its effective integration in educational settings.

show abstract

Section: Concepts Of Learningmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

ChatGPT and the General Concepts of Education: Can Artificial Intelligence-Driven Chatbots Support the Process of Language Learning?

Habeb Al-Obaydi,

Pikhart,

Klimova

2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…By providing opportunities for students to participate in activities and discussions, TI can enhance student behavior intention towards learning (Almulla, 2020). Autonomy of students, on the other hand, could be developed in playing games but not in learning specifically in extracurricular games (Al-Obaydi et al, 2023a).…”

Section: Literature Reviewmentioning

confidence: 99%

Technology integration of using digital gameplay for enhancing EFL college students’ behavior intention

et al. 2023

Self Cite

View full text Add to dashboard Cite

This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students’ behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students’ behavior intention.

show abstract

The design features of digital games and their impact on language learning for EFL college students

Klímová

Al-Obaydi

Tawafak

et al. 2023

Preprint

Self Cite

View full text Add to dashboard Cite

Background Digital games have been recognized as an effective tool to enhance language learning, and their design features, such as interactivity, challenge, or immersion, have been linked to successful language acquisition. The purpose of this research study is to explore some design features of digital games and show their impact on learning English by EFL college students. Methods The methodology was based on a questionnaire survey that was conducted in two countries (Iraq and the Czech Republic) among 160 undergraduate students of English as a foreign language. Results The findings of this study reveal that digital games have the potential to be effective tools for improving English language proficiency among EFL college students and their effectiveness is especially affected by design features, such as personalization and interactivity. In addition, language skills development and perceived usefulness are also important factors despite the fact that students do not associate the intention to learn a language and perceived ease of use of the games with learning. Conclusions By understanding these factors and design features, educators and game designers can create games that are more engaging and effective in promoting language learning among EFL college students.

show abstract

Verifying EFL Autonomous Learning by Digital Gaming: Definitions and Concepts

Cited by 4 publications

References 6 publications

ChatGPT and the General Concepts of Education: Can Artificial Intelligence-Driven Chatbots Support the Process of Language Learning?

ChatGPT and the General Concepts of Education: Can Artificial Intelligence-Driven Chatbots Support the Process of Language Learning?

Technology integration of using digital gameplay for enhancing EFL college students’ behavior intention

The design features of digital games and their impact on language learning for EFL college students

Contact Info

Product

Resources

About