博碩士論文 108524610 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:52 、訪客IP:3.12.120.159
姓名 梅妲(Meitia Chairany Afrizal)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 探討遊戲化電子測驗對學生阿拉伯語聽力技能、 動機和參與度的影響
(Exploring the Effects of Gamified E-Quizzes on Students Arabic Listening Skills, Motivation and Engagement)
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 ( 永不開放)
摘要(中) 學生參與在學習過程中,特別是在語言習得中的作用,是增強學生動機的關鍵
因素,進而影響聽力能力的發展。 儘管人們已經認識到學生參與度對動機以及
聽力水平的影響,但在探索提高學生參與度(特別是透過遊戲化)對阿拉伯語
聽力技能的具體影響的研究中存在顯著差距。遊戲化是一種將遊戲元素融入教
育環境的教學方法,在包括語言學習在內的各個教育領域中展現了可喜的成果
。 然而,在教授阿拉伯語聽力技能時,類似於教授任何語言的聽力能力,教育
工作者和學生都會遇到可能阻礙學習過程的共同挑戰。 本研究旨在透過對印尼72 名非阿拉伯語伊斯蘭小學生的研究來解決這些差距。 參與者被分為兩組:使
用傳統電子測驗系統的對照組和使用遊戲化電子測驗系統的實驗組。系統收集
阿拉伯語詞彙聽力測試和日誌數據,以便進行全面的定量分析。 實驗組受益於
富含分數、等級和排行榜等遊戲元素的遊戲化電子測驗系統,對聽力技能、參
與度和學習動機表現出明顯的正面影響。 這項研究的結果強調了遊戲化電子測
驗的關鍵作用,不僅可以提高聽力技能,而且可以提高學習環境中的積極性和
參與度。 總之,這項研究透過展示遊戲化電子測驗對阿拉伯語聽力技能的重要
影響,為教育領域提供了寶貴的見解。 透過提供遊戲化、參與度和熟練程度之
間正相關的經驗證據,本研究強調了遊戲化方法在語言學習中的潛力,為教育
工作者和研究人員提供了進一步增強學習體驗的實用策略。
摘要(英) The role of student engagement in the learning process, particularly in language
acquisition, stands as a critical factor in bolstering student motivation, consequently
influencing the development of listening abilities. Despite the recognized impact of
student engagement on motivation and, in turn, listening proficiency, there exists a
notable gap in research exploring the specific effects of heightened student engagement,
particularly through gamification, on Arabic listening skills. Gamification, a
pedagogical approach incorporating game elements into educational contexts, has
exhibited promising outcomes across various educational domains, including language
learning. However, when it comes to teaching Arabic listening skills, akin to instructing
listening abilities in any language, educators and students encounter common
challenges that may impede the learning process. This study sought to address these
gaps by involving a cohort of 72 non-Arabic-speaking Islamic elementary school
students in Indonesia. The participants were stratified into two groups: a control group
utilizing a conventional e-quizzes system and an experimental group engaging with a
gamified e-quizzes system. Arabic vocabulary listening tests and log data were
systematically collected to facilitate a comprehensive quantitative analysis. The
experimental group, benefiting from the gamified e-quizzes system enriched with game
elements such as points, levels, and leaderboards, exhibited discernible positive effects
on listening skills, engagement levels, and learning motivation. The findings derived
from this study underscore the pivotal role of gamified e-quizzes in not only enhancing
listening skills but also in fostering heightened motivation and engagement within the
learning environment. In conclusion, this research contributes valuable insights to the
educational landscape by demonstrating the instrumental impact of gamified e-quizzes
on Arabic listening skills. By offering empirical evidence of the positive correlation
between gamification, engagement, and proficiency, this study highlights the potential
of gamified approaches in language learning, providing educators and researchers with
practical strategies to further enhance the learning experience.
關鍵字(中) ★ 聽力能力
★ 學習動機
★ 學習投入
★ 遊戲電子測驗
★ 遊戲元素
★ 阿拉伯 語
關鍵字(英) ★ Listening skill
★ learning motivation
★ learning engagement
★ gamfied e-quizzes
★ game element
★ arabic language
論文目次 抽象的 ....................................................................................................................... i
ABSTRACT ............................................................................................................. ii
Acknowledgements ................................................................................................. iii
Table of Content ..................................................................................................... iv
List of Figure .......................................................................................................... vi
List of Table ........................................................................................................... vii
CHAPTER 1 ............................................................................................................ 1
1.1 Research Background .................................................................................... 1
1.2 Research Motivation ...................................................................................... 3
1.3 Research Purpose .......................................................................................... 4
1.4 Research Questions ........................................................................................ 5
1.5 Definition of Key Term .................................................................................. 5
CHAPTER 2 ............................................................................................................ 8
2.1 Student Engagement and Motivation in Language Learning ...................... 8
2.2 Gamification in Language Learning ........................................................... 10
2.3 Gamified E-Quizzes in Language Learning................................................ 12
2.4 Effects of Gamified E-Quizzes on Student Engagement and Motivation .. 14
2.5 Factors Influencing Gamified E-Quizzes′ Effectiveness............................. 15
CHAPTER 3 .......................................................................................................... 17
3-1 Design Rationale of Gamified e-Quizzes System ........................................ 17
3-2 Learning Material ....................................................................................... 21
3-3 System Architecture .................................................................................... 24
3-4 Flowchart of The System ............................................................................. 26
3-5 Gamified E-Quizzes System ........................................................................ 27
3-6 Conventional E-Learning Quiz System ...................................................... 31
CHAPTER 4 .......................................................................................................... 33
4.1 Research Design ........................................................................................... 33
4.2 Research Subject.......................................................................................... 34
4.3 Research Instrument ................................................................................... 35
4.4 Experimental Procedure .............................................................................. 37
4.5 Data collection technique and analysis ....................................................... 38
CHAPTER V ......................................................................................................... 40
5-1 Finding and Results ..................................................................................... 40
5-2 Interview Result........................................................................................... 46
5-3 Discussion .................................................................................................... 47
CHAPTER VI ........................................................................................................ 50
6-1 Summary of Research Findings .................................................................. 50
6.-2 Contribution of The Study ......................................................................... 51
6-3 Suggestion and Limitation ......................................................................... 52
REFERENCES ...................................................................................................... 54
Appendix 1. Pre-test Question .............................................................................. 58
Appendix 2. Questionnaire of Learning Motivation ............................................ 62
Appendix 3. Questionnaire of Learning Engagement ........................................ 63
Appendix 4. Interview Questions .......................................................................... 64
Appendix 5. Interview Script ................................................................................ 66
Appendix 6. Documentation .................................................................................. 70
Appendix 7. Permission letter for conducting research ....................................... 74
參考文獻 Abu-Rabia, S. (2019). The role of short vowels in reading Arabic: A critical
literature review. Journal of psycholinguistic research, 48(4), 785-795.
Abdul Ghani, M. T., Hamzah, M., Wan Daud, W. A. A., & Muhamad Romli,
T. R. (2022). The Impact of Mobile Digital Game in Learning Arabic Language at
Tertiary Level. Contemporary Educational Technology, 14(1).
Abrams, S. S., & Walsh, S. (2014). Gamified vocabulary: Online resources and
enriched language learning. Journal of Adolescent & Adult Literacy, 58(1), 49-58.
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL
learners: The case of junior high school and high school. Procedia-Social and
Behavioral Sciences, 199, 394-401.
Alvarez, J., & Djaouti, D. (2011). An introduction to Serious game Definitions
and concepts. Serious games & simulation for risks management, 11(1), 11-15.
Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching
YouTube videos and reading blog posts.
Azizt, A., & Subiyanto, S. (2018, July). Digital Game-Based Learning in Arabic
Language Learning and Its Effects on Students’ Academic Performance.
In International Conference on Indonesian Technical Vocational Education and
Association (APTEKINDO 2018) (pp. 58-63). Atlantis Press.
Baptista, G., & Oliveira, T. (2019). Gamification and serious games: A
literature meta-analysis and integrative model. Computers in human behavior, 92, 306315.

Baptista,

G., & Oliveira, T. (2019). Gamification and serious games: A
literature meta-analysis and integrative model. Computers in human behavior, 92, 306315.


Bawa,
P.
(2019).
Using
Kahoot
to
inspire.
Journal
of
Educational
Technology

Systems,
47(3),
373-390.

Baydas,
O.,
&
Cicek,
M.
(2019).
The
examination
of
the
gamification
process

in

undergraduate education: a scale development study. Technology, Pedagogy and
Education, 28(3), 269-285.
Bovermann, K., & Bastiaens, T. J. (2020). Towards a motivational design?
Connecting gamification user types and online learning activities. Research and
Practice in Technology Enhanced Learning, 15(1), 1-18.
Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and
technology in a sustainable future. Geography and Sustainability, 1(2), 93-97.
Bustillo, J., Rivera, C., Guzmán, J. G., & Acosta, L. R. (2017). Beneficios del
uso de una aplicacion movil en el aprendizaje de una lengua extranjera. Sistemas &
Telematica, 15(40), 55-69.
Castañeda, D. A., & Cho, M. H. (2016). Use of a game-like application on a
mobile device to improve accuracy in conjugating Spanish verbs. Computer Assisted
Language Learning, 29(7), 1195-1204.
Christy, K. R., & Fox, J. (2014). Leaderboards in a virtual classroom: A test of
stereotype threat and social comparison explanations for women′s math
performance. Computers & Education, 78, 66-77.
De Sousa, L., Richter, B., & Nel, C. (2017). The effect of multimedia use on the
teaching and learning of Social Sciences at tertiary level: a case study. Yesterday and
Today, (17), 1-22.
Dehganzadeh, H., & Dehganzadeh, H. (2020). Investigating effects of digital gamification-based language learning: a systematic review. Two Quarterly Journal of
English Language Teaching and Learning University of Tabriz, 12(25), 53-93.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021).
Using gamification to support learning English as a second language: a systematic
review. Computer Assisted Language Learning, 34(7), 934-957.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An
empirical study comparing gamification and social networking on elearning.
Computers
&
education,
75,
82-91.

Deterding,

S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From
game design elements to gamefulness: defining" gamification". In Proceedings of the
15th international academic MindTrek conference: Envisioning future media
environments (pp. 9-15).
Deterding, S., Sicart, M., Nacke, L., O′Hara, K., & Dixon, D. (2011).
Gamification. using game-design elements in non-gaming contexts. In CHI′11
extended abstracts on human factors in computing systems (pp. 2425-2428).
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what
is believed and what remains uncertain: a critical review. International journal of
educational technology in higher education, 14(1), 1-36.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in
education: A systematic mapping study. Journal of educational technology &
society, 18(3), 75-88.
Drees, C., Ghebremedhin, E., & Hansen, M. (2020). Development of an
interactive e-learning software “Histologie für Mediziner” for medical histology
courses and its overall impact on learning outcomes and motivation. GMS Journal for
Medical Education, 37(3).
Ekman, I. (2005). Meaningful noise: Understanding sound effects in computer
games. Proc. Digital Arts and Cultures, 17.
ELÇİÇEK, M., & ERDEMCİ, H. (2021). Investigation of 21st-century
competencies and e-learning readiness of higher education students on the verge of
digital transformation. Journal of Computer and Education Research, 9(17), 80-101.
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M.
(2021). The impact of game-based learning (GBL) on students’ motivation,
engagement and academic performance on an Arabic language grammar course in
higher education. Education and Information Technologies, 26, 3251-3278.
Flores, J. F. F. (2015). Using gamification to enhance second language
learning. Digital Education Review, (27), 32-54.
Girardelli, D. (2017). Impromptu speech gamification for ESL/EFL
students. Communication teacher, 31(3), 156-161.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S.
(2014). Technologies for foreign language learning: A review of technology types and
their effectiveness. Computer assisted language learning, 27(1), 70-105.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards,
T. (2016). Challenging games help students learn: An empirical study on engagement,
flow and immersion in game-based learning. Computers in human behavior, 54, 170179.

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the
classroom: A longitudinal study on intrinsic motivation, social comparison,
satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach
to game design and game research. In Proceedings of the AAAI Workshop on gamification-based language learning: a systematic review. Two Quarterly Journal of
English Language Teaching and Learning University of Tabriz, 12(25), 53-93.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021).
Using gamification to support learning English as a second language: a systematic
review. Computer Assisted Language Learning, 34(7), 934-957.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An
empirical study comparing gamification and social networking on elearning.
Computers
&
education,
75,
82-91.

Deterding,

S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From
game design elements to gamefulness: defining" gamification". In Proceedings of the
15th international academic MindTrek conference: Envisioning future media
environments (pp. 9-15).
Deterding, S., Sicart, M., Nacke, L., O′Hara, K., & Dixon, D. (2011).
Gamification. using game-design elements in non-gaming contexts. In CHI′11
extended abstracts on human factors in computing systems (pp. 2425-2428).
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what
is believed and what remains uncertain: a critical review. International journal of
educational technology in higher education, 14(1), 1-36.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in
education: A systematic mapping study. Journal of educational technology &
society, 18(3), 75-88.
Drees, C., Ghebremedhin, E., & Hansen, M. (2020). Development of an
interactive e-learning software “Histologie für Mediziner” for medical histology
courses and its overall impact on learning outcomes and motivation. GMS Journal for
Medical Education, 37(3).
Ekman, I. (2005). Meaningful noise: Understanding sound effects in computer
games. Proc. Digital Arts and Cultures, 17.
ELÇİÇEK, M., & ERDEMCİ, H. (2021). Investigation of 21st-century
competencies and e-learning readiness of higher education students on the verge of
digital transformation. Journal of Computer and Education Research, 9(17), 80-101.
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M.
(2021). The impact of game-based learning (GBL) on students’ motivation,
engagement and academic performance on an Arabic language grammar course in
higher education. Education and Information Technologies, 26, 3251-3278.
Flores, J. F. F. (2015). Using gamification to enhance second language
learning. Digital Education Review, (27), 32-54.
Girardelli, D. (2017). Impromptu speech gamification for ESL/EFL
students. Communication teacher, 31(3), 156-161.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S.
(2014). Technologies for foreign language learning: A review of technology types and
their effectiveness. Computer assisted language learning, 27(1), 70-105.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards,
T. (2016). Challenging games help students learn: An empirical study on engagement,
flow and immersion in game-based learning. Computers in human behavior, 54, 170179.

Hanus,

M. D., & Fox, J. (2015). Assessing the effects of gamification in the
classroom: A longitudinal study on intrinsic motivation, social comparison,
satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach
to game design and game research. In Proceedings of the AAAI Workshop on gamification-based language learning: a systematic review. Two Quarterly Journal of
English Language Teaching and Learning University of Tabriz, 12(25), 53-93.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021).
Using gamification to support learning English as a second language: a systematic
review. Computer Assisted Language Learning, 34(7), 934-957.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An
empirical study comparing gamification and social networking on elearning.
Computers
&
education,
75,
82-91.

Deterding,

S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From
game design elements to gamefulness: defining" gamification". In Proceedings of the
15th international academic MindTrek conference: Envisioning future media
environments (pp. 9-15).
Deterding, S., Sicart, M., Nacke, L., O′Hara, K., & Dixon, D. (2011).
Gamification. using game-design elements in non-gaming contexts. In CHI′11
extended abstracts on human factors in computing systems (pp. 2425-2428).
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what
is believed and what remains uncertain: a critical review. International journal of
educational technology in higher education, 14(1), 1-36.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in
education: A systematic mapping study. Journal of educational technology &
society, 18(3), 75-88.
Drees, C., Ghebremedhin, E., & Hansen, M. (2020). Development of an
interactive e-learning software “Histologie für Mediziner” for medical histology
courses and its overall impact on learning outcomes and motivation. GMS Journal for
Medical Education, 37(3).
Ekman, I. (2005). Meaningful noise: Understanding sound effects in computer
games. Proc. Digital Arts and Cultures, 17.
ELÇİÇEK, M., & ERDEMCİ, H. (2021). Investigation of 21st-century
competencies and e-learning readiness of higher education students on the verge of
digital transformation. Journal of Computer and Education Research, 9(17), 80-101.
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M.
(2021). The impact of game-based learning (GBL) on students’ motivation,
engagement and academic performance on an Arabic language grammar course in
higher education. Education and Information Technologies, 26, 3251-3278.
Flores, J. F. F. (2015). Using gamification to enhance second language
learning. Digital Education Review, (27), 32-54.
Girardelli, D. (2017). Impromptu speech gamification for ESL/EFL
students. Communication teacher, 31(3), 156-161.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S.
(2014). Technologies for foreign language learning: A review of technology types and
their effectiveness. Computer assisted language learning, 27(1), 70-105.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards,
T. (2016). Challenging games help students learn: An empirical study on engagement,
flow and immersion in game-based learning. Computers in human behavior, 54, 170179.

Hanus,

M. D., & Fox, J. (2015). Assessing the effects of gamification in the
classroom: A longitudinal study on intrinsic motivation, social comparison,
satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach
to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4, No. 1, p. 1722).
Hwang, G. J., Hung, C. M., & Chen, N. S. (2014). Improving learning
achievements, motivations and problem-solving skills through a peer assessment-based
game development approach. Educational technology research and development, 62,
129-145.
Ibrahim, K. (2019). Foreign language practice in simulation video games: An
analysis of game‐based FL use dynamics. Foreign Language Annals, 52(2), 335-357.
Kamal, H. (2021). The Influence of Online Game on the Learners’ Arabic
Vocabulary Achievement. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa
Arab, 13(1), 16-31.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based
methods and strategies for training and education. John Wiley & Sons.
Kingsley, T. L., & Grabner‐Hagen, M. M. (2018). Vocabulary by
gamification. The Reading Teacher, 71(5), 545-555.
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why
bother?. Academic exchange quarterly, 15(2), 146.
Medina, E. G. L., & Hurtado, C. P. R. (2017). Kahoot! A digital tool for learning
vocabulary in a language classroom. Revista Publicando, 4(12 (1)), 441-449.
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards
understanding the effects of individual gamification elements on intrinsic motivation
and performance. Computers in human behavior, 71, 525-534.
Montero Perez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning
through viewing video: the effect of two enhancement techniques. Computer Assisted
Language Learning, 31(1-2), 1-26.
O′Brien, H. L., & Toms, E. G. (2008). What is user engagement? A conceptual
framework for defining user engagement with technology. Journal of the American
society for Information Science and Technology, 59(6), 938-955.
Park, S., & Lim, J. (2007). Promoting positive emotion in multimedia learning
using visual illustrations. Journal of Educational Multimedia and Hypermedia, 16(2),
141-162.
Permana, P., Permatawati, I., & Khoerudin, E. (2023). Foreign Language
Learning Gamification Using Quizizz: A Systematic Review Based on Students’
Perception. 7 (2). Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra, 7(2), 233.
Perry, B. (2015). Gamifying French language learning: A case study examining
a quest-based, augmented reality mobile learning-tool. Procedia-Social and Behavioral
Sciences, 174, 2308-2315.
Qiao, S., Yeung, S. S. S., Zainuddin, Z., Ng, D. T. K., & Chu, S. K. W. (2023).
Examining the effects of mixed and non‐digital gamification on students′ learning
performance, cognitive engagement and course satisfaction. British Journal of
Educational Technology, 54(1), 394-413.
Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom:
Examining the impact of gamified quizzes on student learning. Computers &
Education, 144, 103666.
Sevilla Pavón, A., & Haba Osca, J. (2017). Learning from real life and not
books: A gamified approach to task design in transatlantic telecollaboration. Iberica,
2017, vol. 33, p. 235-260.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning
approach to improving students′ learning performance in science courses. Computers
& education, 63, 43-51.
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and
behavior based on their personality traits. Smart Learning Environments, 7(1), 1-11.
Udjaja, Y., & Sari, A. C. (2017). A Gamification interactive typing for primary
school visually impaired children in Indonesia. Procedia computer science, 116, 638644.

Uzun,
L.,
Çetinavci,
U.
R.,
Korkmaz,
S.,
&
Salihoglu,
U.
M.
(2013).
Developing

and

Applying a Foreign Language Vocabulary Learning and Practicing Game: The
Effect of VocaWord. Online Submission, 5(1), 50-70.
Van der Linden, A., & van Joolingen, W. (2019). Supporting conceptual change
in physics with a serious game. VR, Simulations and Serious Games for Education, 1526.


Yang,

J. C., & Kuo, W. C. (2022). A mobile game‐based app to facilitate
learners′ motivation and achievement in learning Chinese reading activities: An
individual differences perspective. Journal of Computer Assisted Learning, 38(5),
1448-1464.
Zainuddin, Z. (2018). Students′ learning performance and perceived motivation
in gamified flipped-class instruction. Computers & education, 126, 75-88.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact
of gamification on learning and instruction: A systematic review of empirical
evidence. Educational research review, 30, 100326.
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of
gamified e-quizzes on student learning and engagement: An interactive gamification
solution for a formative assessment system. Computers & Education, 145, 103729..
Zhang, Z., & Crawford, J. (2023). EFL learners’ motivation in a gamified
formative assessment: The case of Quizizz. Education and Information Technologies,
1-23.
Zhou, L., Yu, J., & Shi, Y. (2017). Learning as adventure: An app designed with
gamification elements to facilitate language learning. In International Conference on
HCI in Business, Government, and Organizations (pp. 266–275). Springer, Cham.
Zichermann, G., & Cunningham, C. (2011). Gamification by design:
Implementing game mechanics in web and mobile apps. " O′Reilly Media, Inc.".
指導教授 楊接期 博士(Jie Chi Yang) 審核日期 2024-1-30
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明