| dc.description.abstract | Previous studies have confirmed that adopting digital game-based learning (DGBL) methods is more effective in enhancing English learning outcomes and increasing learning motivation compared to traditional learning methods. Additionally, individual differences among learners, such as gender, can also affect learning outcomes. However, most previous research focused on elementary and university students, with relatively few studies on junior high school students′ English learning, and even fewer exploring the impact of gender on learning outcomes. Therefore, this study applies DGBL to junior high school English teaching to explore the effects of different learning environments (DGBL and traditional paper-based learning) on English learning outcomes, English quiz scores, and English learning motivation. Furthermore, this study investigates the impact of gender differences on learning outcomes, quiz scores, learning motivation, game effectiveness, and learning perception within the DGBL context.
This study involved 55 Ninth-Grade students from a junior high school in Taoyuan City as survey respondents, divided into two different learning environment groups: an experimental group with 27 students and a control group with 28 students. Both groups were further divided by gender (male group and female group) for experimental design. The study used tests, quizzes, questionnaires, game logs, and student exam scores for quantitative analysis. The experiment was conducted over four consecutive weeks, with each week including a subunit of course teaching followed by traditional paper-based learning for the control group and learning through the PaGamO system for the experimental group. Data analysis methods included paired sample t-tests and independent sample t-tests. The main research results are as follows:
(1)Learning Outcomes: In different learning environments, both the experimental group (game-based learning) and the control group (traditional teaching) showed improvements in English learning outcomes, with the experimental group showing greater improvement, especially in English grammar;(2)Quiz Scores: In multiple quizzes, the experimental group consistently scored higher than the control group, demonstrating the effectiveness of game-based learning in improving learning outcomes;(3)Learning Motivation: The experimental group′s English learning motivation significantly increased from the beginning to the end of the learning period, while the control group showed no significant change. This indicates that game-based learning may better stimulate students′ learning motivation;(4)Gender Differences and Learning Outcomes: There was no significant difference in English learning outcomes between male and female students, suggesting that game-based learning is effective for students of different genders;(5)Gender Differences and Quiz Scores: There was no significant difference in quiz scores between male and female students, further confirming the effectiveness of game-based learning for students of different genders;(6)Gender Differences and Learning Motivation: There was no significant difference in learning motivation between male and female students, indicating that game-based learning can equally attract and motivate students of different genders;(7)Gender Differences and Game Effectiveness: There was no significant difference between male and female students in terms of the number of questions answered or the number of territories acquired in PaGamO;(8)Gender Differences and Learning Perception: There was no significant difference in learning perception of PaGamO between male and female students.
This study demonstrates that integrating a game-based learning system with English courses can significantly enhance junior high school students′ English learning outcomes and motivation, validating gender differences. The results highlight the importance of using gamification strategies in education, particularly in enhancing students′ learning motivation and outcomes. Unlike previous research that often focused on university or elementary students, this study focuses on the English learning of third-year junior high students, applying DGBL to English language courses, which is a major academic contribution of this study. Additionally, this study not only compares the differences between traditional learning and DGBL but also delves into how gender affects the effectiveness of English DGBL, considering various factors such as students′ English learning outcomes, quiz scores, learning motivation, game effectiveness, and perception of English learning. These in-depth analyses and multifaceted considerations bring new academic insights to the field of English education, representing another academic contribution of this study. | en_US |