Incorporating Teacher Intelligence into Digital Games: An Expert System-Guided Self-Regulated Learning Approach to Promoting EFL Students' Performance in Digital Gaming Contexts

Autor/inn/en	Chu, Shih-Ting; Hwang, Gwo-Jen; Chien, Shu-Yun; Chang, Shao-Chen
Titel	Incorporating Teacher Intelligence into Digital Games: An Expert System-Guided Self-Regulated Learning Approach to Promoting EFL Students' Performance in Digital Gaming Contexts
Quelle	In: British Journal of Educational Technology, 54 (2023) 2, S.534-553 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chu, Shih-Ting) ORCID (Hwang, Gwo-Jen) ORCID (Chang, Shao-Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13260
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Computer Games; Vocabulary Development; Metacognition; Learning Motivation; Independent Study; Game Based Learning; Comparative Analysis; College Students; Achievement Gains; Goal Orientation; Student Attitudes; Conventional Instruction + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer game; Computerspiel; Computerspiele; Wortschatzarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivation for studies; Lernmotivation; Selbststudium; Collegestudent; Achievement gain; Leistungssteigerung; Zielorientierung; Zielvorstellung; Schülerverhalten
Abstract	In recent years, several studies have reported the potential of employing digital games in EFL (English as Foreign Language) courses to promote students' learning motivation. However, scholars have pointed out that students generally lack self-learning ability, which is the key to the success of learning a foreign language. Therefore, it is crucial to foster students' self-learning ability during the game-based learning process. In this study, an expert system was developed to facilitate self-regulated learning in digital game-based learning contexts. To evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in a university English course. The experimental group students learned with the self-regulated English vocabulary game (SR-EVG) approach, while the control group students learned with the conventional English vocabulary game (C-EVG) approach. The experimental results indicated that the use of the SR-EVG approach could improve learners' English vocabulary achievement and self-regulation compared with the C-EVG approach without increasing students' English learning anxiety. Moreover, through qualitative interviews, it was found that students who used the SR-EVG approach would focus on their learning due to goal-setting in the game and would pay more attention to the learning strategies they used. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01