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

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/93601

Title:	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
Authors:	梅妲;Afrizal, Meitia Chairany
Contributors:	網路學習科技研究所
Keywords:	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;Listening skill;learning motivation;learning engagement;gamfied e-quizzes;game element;arabic language
Date:	2024-01-30
Issue Date:	2024-03-05 17:54:50 (UTC+8)
Publisher:	國立中央大學
Abstract:	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。 ;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.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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