| dc.description.abstract | With the advance of globalization, English is applied in various fields. Thus, English is not only a communicating tool, but also plays an important role in the world. In other words, there is a need to improve learner′ English abilities. However, academic English is more difficult than common English. Therefore, learning academic English well is not a simple task. On the other hand, much research integrates technology-based tools into student learning. This is because that the technology is beneficial for educational settings so that learners can demonstrate better learning effectiveness. Among several innovative learning methods, game-based learning is the most popular learning approach. This might be due to the fact that game-based learning had various advantages to support student learning. Thus, this study integrates game-based learning into English learning to increase learners’ learning motivation and learning interest. However, game-based learning would provide rich multimedia elements and such rich multimedia elements would result in learners’ cognitive load. However, not all of the learners can cope with cognitive overload because there are individual differences among learners. Among various individual differences, gender differences especially are important because gender was a relatively fixed and not malleable variable. Besides, much research also indicated that the gender differences would really affect learners’ learning attitude in game-based learning. Therefore, there is a need to consider gender differences in game-based learning environments. To address this issue, this study aims to provide a gender quality game-based academic English learning system that can accommodate the preferences of males and females.
Two empirical studies were included in this research. Study One aimed to investigate how males and females used a Prototype of game-based academic English learning system (PGBAELS). Based on the results from Study One, Study Two targeted to develop the revised game-based academic English learning system that could provide a gender quality. The results of Study One indicated that there were gender differences between males and females while using the PGBAELS. For example, males cared about the control and appearance of the system while using the PGBAELS. However, females focused on the function of the PGBAELS.
The results of Study One were applied to redesign the game-based academic English learning system, i.e., RGBAELS, in Study Two. The results of Study Two showed that gender differences were reduced between males and females while using the RGBAELS, in terms of learning perception or learning performance. In addition, males and females showed similar and different learning behaviors, in terms of learning behavior. Regarding different learning behavior, males and females had different preferences while using the RGBAELS. For instance, males would use various hints to answer the question while females only used a single kind of hint. In other words, males and females could use different strategies to complete the same learning tasks.
In summary, this research contributes to develop a deep understanding of how to design game-based academic English learning system that can accommodate gender differences. By doing so, the goal of providing gender equality contexts can be realized. | en_US |