Application of a Gamified Interactive Response System to Enhance the Intrinsic and Extrinsic Motivation, Student Engagement, and Attention of English Learners

Autor/inn/en	Sun, Jerry Chih-Yuan; Hsieh, Pei-Hsun
Titel	Application of a Gamified Interactive Response System to Enhance the Intrinsic and Extrinsic Motivation, Student Engagement, and Attention of English Learners
Quelle	In: Educational Technology & Society, 21 (2018) 3, S.104-116 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Educational Games; Audience Response Systems; Learning Motivation; Learner Engagement; Attention; Second Language Learning; English (Second Language); Junior High School Students; Quasiexperimental Design; Questionnaires; Grade 7; Outcomes of Education; Foreign Countries; Handheld Devices; Experimental Groups; Control Groups; Statistical Analysis; Learning Strategies; Taiwan; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Motivation for studies; Lernmotivation; Aufmerksamkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Fragebogen; School year 07; 7. Schuljahr; Schuljahr 07; Lernleistung; Schulerfolg; Ausland; Statistische Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This study combined the gamification element and an interactive response system (IRS) in the development of a gamified IRS, and examined its effects on the intrinsic and extrinsic motivation, engagement, and attention of junior high school students when learning English. The quasi-experimental research method comprised the scales for measuring intrinsic and extrinsic motivation, student engagement, and attention, as well as an open-ended questionnaire to collect quantitative and qualitative data for analysis. The study involved 144 seventh-grade students who were divided into three groups to learn English using different polling tools. The results indicated that when the gamified IRS was used for polling activities in the classroom, the fun, interactive, competitive, and novel nature of the system helped improve the students' levels of intrinsic motivation, overall engagement, emotional engagement, and focused attention. The use of clickers for polling leads to significant intrinsic motivation compared to using small whiteboards. This study suggests integrating the gamification element with classroom teaching to make English classes more interesting and attractive to learners. In addition, tools that are highly interactive, challenging, and competitive make students pay more attention in the classroom, and so are more helpful to them when learning English. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01