CHAPTER 5 CONCLUSIONS AND FUTURE WORK
5.1 Conclusion
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CHAPTER 5 CONCLUSIONS AND FUTURE WORK
This study explores the effects of two vocabulary learning game APPs with different game design factors on learners’ learning performance, sustained attention, meditation, and memory retention. The research results can be taken as references and directions for vocabulary game designers. This chapter is divided into three sections.
Section 5.1 summarizes the results of the study based on the experimental analysis results, followed by section 5.2 presenting the suggestions for game designers and educators. Finally, additional studies are proposed in section 5.3.
5.1 Conclusion
The study investigated learners’ learning performance, sustained attention, meditation, and memory retention between two vocabulary game APPs with significantly different game design factors. It is found that significant differences and correlations among some aspects of the variables exist. The major conclusions are as follows:
1. Both of the vocabulary game APPs can efficiently boost learning performance;
Tic-Tac-Toe, which generated lower scores in game design factors, can be regarded as more useful vocabulary learning tool for English learners because it promoted better vocabulary performance and memory retention than that of Star Voc.
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It is found that both vocabulary game APPs are useful tools for English learners to enlarge their vocabulary size. However, learners in the experimental group 2 using Tic-Tac-Toe, which had lower scores in game design factors, generated significantly higher performance and vocabulary memory retention than those of the experimental group 1 using Star Voc. Namely, it can be inferred that vocabulary game APP with lower exciting elements is more suitable for English learners.
2. Girls using the vocabulary game APP with lower scores in game design factors (Tic-Tac-Toe) significantly outperformed than those of using vocabulary game APP with higher scores in game design factors (Star Voc) in learning performance and vocabulary memory retention.
Considering the gender variable, the study found that girls using Tic-Tac-Toe performed significantly better than those of using Star Voc in both vocabulary performance and memory retention, while boys showed no significant difference in vocabulary performance and memory retention between two games. Hence, we could infer that girls prefer vocabulary game APPs with lower exciting elements than those with higher ones.
3. Learners using the game with higher scores in game design factors (Star Voc) generated significantly higher sustained attention level than those in game with lower scores in game design factors (Tic-Tac-Toe). Conversely, learners in
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Tic-Tac-Toe generated significantly higher meditation level than those in Star Voc.
It is found that learners using the game with higher scores in game design factors (Star Voc) generated significantly higher sustained attention level but lower meditation level than those in Tic-Tac-Toe with lower scores in game design factors.
Conversely, learners in Tic-Tac-Toe are in opposite situation. In addition, the analytical results showed that sustained attention and meditation level are negatively correlated whether it is Star Voc or Tic-Tac-Toe. That is, when playing these two vocabulary game APPs, one generated the higher sustained attention level, he/she perceives the lower meditation level.
4. Boys generated higher sustained attention level than girls in vocabulary game with higher exciting elements (Star Voc) and than those boys in vocabulary game with lower exciting elements (Tic-Tac-Toe).
Within and between groups comparisons revealed that boys using Star Voc with higher exciting game elements generated higher sustained attention level than that of girls using the same game App, indicating that boys are more attracted by exciting games than girls. Moreover, boys in Star Voc also generated significantly higher sustained attention level than those in Tic-Tac-Toe, whereas girls showed no significance in sustained attention level between two games. It also indicates that boys prefer game with higher exciting elements.
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5. Learners are calmer and more relaxed in vocabulary game with lower exciting game elements (Tic-Tac-Toe), which leads to better vocabulary performance and memory retention; Girls also feel more relaxed than boys in vocabulary game with lower exciting game elements (Tic-Tac-Toe).
The results showed that regardless of gender, all learners generated significantly higher meditation level when using game with lower scores of game design factors (Tic-Tac-Toe) than those of using game with higher scores of game design factors (Star Voc). Also, girls generated higher meditation level than boys in Tic-Tac-Toe. In this study, for learners in Tic-Tac-Toe, learning performance, vocabulary memory retention are positively correlated with learners’ meditation level, but not for learners in Star Voc. As a result, it can be inferred that higher meditation level leads to better learning performance and vocabulary memory retention for learners using vocabulary game APPs with lower scores of game design factors.
6. The more relaxed emotion learners perceive during the game play, the better vocabulary performance and memory retention they gain.
Besides the analytical results shown in conclusion 5 about positive correlations between meditation level and learners’ vocabulary performance, memory retention in Tic-Tac-Toe, the results also indicated that the meditation level of all learners regardless of gender has significantly positive correlations with vocabulary
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performance and memory retention, but not for learners who used Star Voc. It’s thus concluded that games with higher meditation level are helpful to English vocabulary learners.
7. The game design factors of “challenge matches player skill” is the most important game design factors when designing a vocabulary game APP.
The qualitative results gathered from semi-structured interview show that interviewees stated “challenge matches player skill” gave them flexibility to customize their game play by strike the balance between challenge and their vocabulary skills. Also, it is found that “challenge matches player skill” is positively correlated with attention level.