| dc.description.abstract | In the age of globalization, the rapid development of technology and information has made cross-border communication more frequent and convenient, and having good language skills is becoming more and more important. English has become an international, common language and is widely used in business, science, technology, academic, tourism and other professional fields. Applying English can not only bring closer communication and relationship between people, but also broaden personal horizons, enhance cultural understanding, perspectives, and international awareness. For modern people, learning and applying English has become much more important than before. Therefore, vocabulary is the foundation of language, and lacking of vocabularies comprehension may cause difficulties for learner to read and understand in sentences, phrases and contexts in reading materials.
As mentioned just now, with the advancement of technology, digital game-based learning has become a popular educational method for modern people. By combing game-designed and learning content, digital game-based learning provides an interactive and entertaining learning environment. And it can be widely used in various fields.Therefore, in this study, we developed a digital English vocabulary learning system “Meta Bank”. And designed for two different reward mechanisms in this system, one of them is for game-learning oriented version; the other one is for only game-oriented version. The purpose of this study is to explore the influence for different reward mechanisms on financial practitioner’s English vocabularies learning performance , playing –gamed effectiveness, learning motivation, learning perception, and the correlation of each variable in the context of the digital English vocabulary learning system. However, the English learning methods of financial practitioners are still dominated by traditional face-to-face courses or online teaching, with less use of digital tools or game-based learning methods.
This study included 114 financial practitioners, divided them into 59 high-achievers and 55 low-achievers according to their prior ability and ability, and then divided them into two groups according to different reward mechanisms. There were 57 people in the experimental group (30 high-achievers, 27 low-achievers), and a total 57 people in the control group (29 high-achievers and 28 low-achievers); The research tools include English prior ability test paper, English vocabulary exam, learning motivation form, learning perception evaluation form, and system record file. The study employed statistical methods such as reliability analysis, Descriptive Statistic, Wilcoxon Signed Rank Test, Mann-Whitney U test, and Spearman Rank Correlation for data analysis.
According to the results of this study shows in the context of the digital English vocabulary system. There are five points are mainly found in the influence of different reward mechanisms on learns, as below:
(1)The learners in the different reward mechanism groups have significantly improved on English vocabulary learning. However, in the post-test and progress scores, the experimental group is higher than the control group.
(2)The game effect of the experimental group is better than the control group.
(3)Both groups showed significant improvement in learning motivation. However, the experimental group was higher than the control group in the post-test and progress scores.
(4)There was no significant difference between the two groups in learning perception.
(5)The learning motivation and learning perception of experimental group are positively correlated; the learning performance , learning perception and play- gaming performance of control group are more positively correlated.
In English vocabulary system environment, the impact on learners with different prior ability abilities, the main findings are as below.
(1)Learners with different prior ability abilities have significantly improved in English vocabulary learning performance , but low achievement is higher than high achievement in the progress score part.
(2)Game with low achievements is better than games with high achievements.
(3)Significant improvement was seen in both groups in learning motivation. However, low achievement was higher than high achievement in both of the post-test and progress score.
(4)There was no significant difference between the two groups in learning perception.
(5)High-achievement learning motivation is positively correlated with learning perception and gaming performance ; low-achievement learning performance is negatively correlated with gaming performance .
The results of this study can improve learners with different prior ability and improve their learning performance and help finance professionals to autonomously and effortlessly improve their English vocabulary. Educators can also use the mechanisms of this system to provide educational training to finance professionals, further enhancing their influence on them and making the learning process more engaging and enjoyable. In addition, the results of this study can help researchers of digital game-based learning provide future research directions when designing reward mechanisms in games. | en_US |