Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction

Autor/in	Cabrera-Solano, Paola
Titel	Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction
Quelle	In: International Journal of Educational Methodology, 8 (2022) 4, S.719-729 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cabrera-Solano, Paola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Game Based Learning; Higher Education; Academic Achievement; Student Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Private Colleges; Foreign Countries; Language Proficiency; Online Courses; COVID-19; Pandemics; Grammar; Vocabulary Development; Student Motivation; Feedback (Response); Rating Scales; Guidelines; Teaching Methods; Outcomes of Education; Ecuador + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Privathochschule; Ausland; Language skill; Language skills; Sprachkompetenz; Online course; Online-Kurs; Grammatik; Wortschatzarbeit; Schulische Motivation; Rating-Skala; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	This study aimed to analyze the effect of game-based learning (GBL) through the use of Genially in English as a foreign language (EFL) online instruction. The participants were 61 EFL undergraduate students, who were distributed into an experimental group (32 students), and a control group (29 students). Their ages ranged from 22 to 56 years old, and their English proficiency level was B1, according to the Common European Framework of References (CEFR). The students were enrolled in two pre-intermediate courses that are part of an EFL Teaching program at a private university in southern Ecuador. The courses were delivered in an online remote learning environment due to the COVID-19 pandemic. The study followed a quasi-experimental approach and it took place over a sixteen-week period. The instruments included a diagnostic survey, a pre-test, a post-test, a students' perceptions survey, and a semi-structured interview. The main findings revealed that Genially games have the potential to enhance EFL learners' academic performance in online instruction, particularly in aspects related to students' knowledge of grammar and vocabulary in context. Besides, it was found that according to students' perceptions, the implementation of games based on their real learning needs increases their motivation, especially when feedback is effectively provided. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01