Waluyo Budi, Balazon Francis G
Research Center for Language Teaching and Learning, School of Languages and General Education, Walailak University, Thailand.
College of Informatics and Computing Sciences, Batangas State University The National Engineering University, Philippines.
Acta Psychol (Amst). 2024 Nov;251:104638. doi: 10.1016/j.actpsy.2024.104638. Epub 2024 Dec 7.
Despite growing interest in both fields, research into how positive psychology principles and gamification can be integrated in Computer-Assisted Language Learning (CALL) environments and their impact on language learning outcomes remains insufficiently explored. Thus, this study intends to contribute by implementing a 10-week gamified learning program using the Quizizz application within CALL classrooms at a university in Thailand. A total of 69 first-year students, experiencing gamified learning-which integrates game elements into educational activities-for the first time, participated in this sequential explanatory mixed-method study, which combined a single-group design with narrative frames. After a one-week introduction to the course, the study progressed through two cycles-Cycle 1 spanned five weeks, and Cycle 2 lasted four weeks. Throughout these periods, we collected data using surveys, test scores, and narrative frames. Quantitative data were analyzed using descriptive and inferential statistics, while narrative essays were examined using thematic analysis. The study found that positive psychology principles such as motivation, enjoyment, and anxiety remained stable over the two learning cycles, indicating that while gamified learning initially engages students, its effects do not significantly evolve without varied interventions. Even with high initial motivation and enjoyment, there were only modest improvements in reducing anxiety, suggesting that competitive elements in gamified environments might sustain some anxiety levels. Additionally, strengthened interrelationships among motivation, enjoyment, anxiety, and performance were observed, but these psychological factors did not directly predict grammar test outcomes.
尽管对这两个领域的兴趣都在不断增加，但关于如何将积极心理学原理和游戏化融入计算机辅助语言学习（CALL）环境及其对语言学习成果的影响的研究仍未得到充分探索。因此，本研究旨在通过在泰国一所大学的CALL课堂中使用Quizizz应用程序实施一个为期10周的游戏化学习计划来做出贡献。共有69名一年级学生首次体验了将游戏元素融入教育活动的游戏化学习，参与了这项顺序解释性混合方法研究，该研究将单组设计与叙事框架相结合。在对课程进行了一周的介绍之后，研究经历了两个周期——第1周期为期五周，第2周期持续四周。在这些时间段内，我们通过调查、测试成绩和叙事框架收集数据。定量数据使用描述性和推断性统计进行分析，而叙事文章则使用主题分析进行研究。研究发现动机、乐趣和焦虑等积极心理学原理在两个学习周期中保持稳定，这表明虽然游戏化学习最初能吸引学生，但如果没有多样化的干预，其效果不会显著演变。即使最初有很高的动机和乐趣，在减轻焦虑方面也只有适度的改善，这表明游戏化环境中的竞争元素可能会维持一定程度的焦虑。此外，观察到动机、乐趣、焦虑和表现之间的相互关系得到了加强，但这些心理因素并没有直接预测语法测试结果。
