dc.description.abstract | In the past, many studies have combined Digital Game-Based Learning (DGBL) with English speaking to create a digital game-based English speaking learning environment. Past research has shown that DGBL’s environment is conducive to learning. In order to learn spoken English in DGBL, it is becoming more and more common to integrate speech recognition (Automatic Speech Recognition, ASR) functions into the system. Real-time feedback through speech recognition can help learners understand their speaking accuracy while learning. The game features in DGBL can motivate learners to learn and improve their concentration. Common game features include: reward mechanism. The game gives learners points, medals, rankings and other rewards, which can encourage learners to actively participate in more learning content. However, reward mechanisms may not always have a positive impact on learners. When learners understand the rules for receiving rewards, learners may learn to receive rewards rather than to improve themselves. Past research has also pointed out that when learners may receive uncertain rewards in games, they will be more attracted to learning and improve learning persistence and participation.
Although DGBL has many positive impacts on learners, it is not suitable for all learners because individual differences among learners will affect learners′ learning performance and game performance. Different prior abilities are an important factor affecting learning. In the past, many studies have used English speaking ability as a basis for classifying different prerequisite abilities, but few have discussed people with different English speaking abilities together with certain rewards and uncertain rewards. Therefore, this study designs both certain rewards and uncertain rewards in DGBL. Under these two reward methods, the impact and correlation of English speaking learning effectiveness, game effectiveness, learning perception and behavior patterns of people with different English speaking abilities are explored.
This research refers to Peng Conghua′s (2021) digital game-based English speaking learning system-"Legendary Island Adventure", and combines the certain reward mechanism and the uncertain reward mechanism into the system. Learners interact with various characters in the game through role-playing during the learning process. By learning spoken English while completing the tasks, learners can decide whether to receive certain rewards or uncertain rewards after completing the challenge tasks. The main purpose of this study is to explore the impact of people with different English speaking abilities on their learning effectiveness, game effectiveness, learning perception and behavior patterns under an uncertain reward mechanism, and further explore the correlation between English speaking learning effectiveness and learning perception of people with different English speaking abilities under an uncertain reward mechanism.
There were 55 experimenters in this study. According to the pre-test scores, they were divided into two groups, with 26 people in the high English speaking ability group and 29 people in the low English speaking ability group. Research tools include English speaking learning effectiveness test papers, learning perception scales and system log files. This experiment took about 150 minutes in total. Before the test starts, the test taker must fill in the English speaking ability test (pre-test) and English proficiency test, which takes about 30 minutes. Then proceed to "Legendary Island Adventure" to learn system operation instructions for about 10 minutes. Then let the subjects play the game for 90 minutes, and finally take 20 minutes to fill in the post-test, including the English speaking ability test (post-test) and the learning perception questionnaire.
For learners with different English speaking abilities in a digital game-based learning environment with an uncertain reward mechanism, this study mainly found the following five points: (1) The English speaking learning effectiveness of learners with different English speaking abilities improved significantly. In the pre-test comparison and post-test comparison, the high English speaking ability group was higher than the low English speaking ability group. In the comparison of improvement scores, the improvement of the low English speaking ability group was greater than that of the high English speaking ability group. (2) In terms of game effectiveness, the high-English speaking ability group’s performance in oral-related learning games (the number of challenge tasks completed, the number of times to choose certain and uncertain rewards, the number of practice tasks performed, and the accuracy rate reached 90% times, etc.), game results (the number of gold coins obtained from practicing tasks) and auxiliary game results (viewing the task list) were significantly better than the low English speaking ability group. The low English speaking ability group′s performance in auxiliary games (view profile) was significantly higher than that of the high English speaking ability group. (3) In terms of learning perception, there was no significant difference between the high English speaking ability group and the low English speaking ability group. (4) The behavioral transfer between the high English speaking ability group and the low English speaking ability group was roughly the same. The different was that the high-English speaking ability group focuses more on oral-related learning. They often shifted their behavior to confirm the accuracy of spoken words and check the completion status of various tasks. The low English speaking ability group paid more attention to the game feedback obtained in the game, so the behavior shift of checking personal files was more common. (5) There was no significant correlation between the learning effectiveness of the high-English speaking ability group and the perceived usefulness, ease of use, and integrity of learning. There was a significant positive correlation between the learning effectiveness of the low English speaking ability group and the perceived usefulness, ease of use and integrity of learning.
The results of this study will help provide a reference for future researchers who combine digital game-based learning with oral learning when designing reward mechanisms in games. In addition, the English speaking learning system developed in this research can also provide future teachers with the ability to apply uncertain reward mechanisms in different teaching environments. | en_US |