CHAPTER 4 EXPERIMENTAL RESULTS
4.6 Discussion
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may not be so good to our eyes. So, I might choose to use it not so frequently.” (Participant 7)
“…I think more stages and challenges of games are needed, so that users won’t feel bored. Besides, I think the interface design is also very important, especially on such a small device.” (Participant 8)
4.6 Discussion
This study adopted a mixed research methodology combining quantitative and qualitative approaches to investigate how the employed MVLA-GF affects vocabulary acquisition , vocabulary retention, and usage behaviors. The quantitative data derived from the vocabulary tests, the questionnaire investigation, and the usage behavior anal ysis of MVLA-GF can be regarded as an evidence -based analytical results. On the other hand, not only is the qualitative data derived from the semi-structured interview considered to be the participants‘ reflections on MVLA-GF, but it was also employed to validate and further explain the quantitative findings revealed in the present study.
To begin with, this study confirmed that learners adopting MVLA-GF as a vocabulary learning tool remarkabl y outperformed learners in the control group adopting MVLA-NGF—in terms of both
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vocabulary acquisition and vocabulary retention. The results are consistent with several empirical studies (Lim, 2008; Ke, 2008;
Fotouhi-Ghazvini et al., 2009; Dolati & Mikaili, 2011; Sukstrienwong &
Vongsumedh, 2013; Uzun et al., 2013), confirming the benefits and effectiveness brought by mobile game-based learning in facilitating
vocabulary learning. Moreover, the findings of this study also confirmed Hogle‘s (1996) assertion that games can enable learners to memorize and
retain the acquired knowledge.
Moreover, the qualitative findings were further unveiled in the semi-structured interview. The results of the semi-structured interview in terms of vocabulary acquisition showed MVLA-GF not onl y provides a favorable learning approach but also promotes additional motivation and active involvements . The viewpoints are consistent with previous studies
suggesting that game attributes can be employed to facilitate and sustain learners‘ motivation (Huang et al., 2010), and that games can conduce to
satisfactory learning outcomes ( Uzun et al., 2013). With regard to vocabulary retention, this study demonstrated that MVLA-GF, compared with traditional learning methods, offers a challenging, favorable, interesting, interactive, authentic, and exciting learning experiences .
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Such learning experience can assist learners in firmly retaining words which they have learned , thus leading to better learning outcomes. This explanation is consistent with several previous studies emphasizing that game-based learning leads to benefits in several aspects , including challenge, goals (Prensky, 2001); flow, interest cultivation (Garris et al., 2002); excitement , fun (Schwabe & Goth, 2005); sensory stimuli (Wilson et al., 2009); and encouragement (Huang et al., 2012).
In addition, the results of questionnaire survey show that the learners using MVLA-GF rated the employed learning tool more effective and more satisfactory than those using MVLA-NGF did. This finding echoes previous research stating that learners, indeed, h old positive perceptions toward mobile game-based learning. On the other hand, excerpts from the semi -structured interview indicated that most of the interviewees agreed that MVLA-GF leads to higher effectiveness and
higher satisfaction by offering varied, appealing learning approaches;
corresponding to learners‘ needs and expectations; and improving
limitations —such as b oredom and repetition —brought by traditional vocabulary learning approaches. This explanation is in line with assertions from several previous studies claiming that games can lead to
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enjoyment and immersion (Ryan, 2006); be considered as a promising learning approach (David et al., 2009); encourage learners to be fully-motivated, thus leading to positive perceptions (Huang et al., 2010);
engage learners in vocabulary learning activities via playing vocabulary games on smart phone s (Sukstrienwong & Vongsumedh, 2013). Thus, findings in the present study indicate that MVLA-GF, indeed, has higher effectiveness and satisfaction than MVLA-NGF dose, further advocat ing that this system is a promising learning tool for improving the tedious, less-favored traditional vocabulary learning experience.
With regard to the correlation analysis, this study found that certain dimensions concerning actual usage behaviors of MVLA-GF showed statisticall y significant positive correlations with overall learning performance. This result is consistent with the assertion, mentioned by Sandberg et al. (2011), concluding that learners spending more time on learning activities outperformed others in vocabulary tests. In addition, previous studies confirmed that game attributes are useful in facilitating learning performance (Richard, 2006); promot ing learners‘ engagement (Franciosi, 2011); and spark ing learners‘ motivation (Kang, 2012).
Correspondingl y, in the present study, significant positive correlations
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among vocabulary lea rning outcomes and usage behaviors of MVLA-GF were confirmed. Moreover, one particularl y interesting fact revealed by the usage behavior analysis of MVLA-GF is that a significant negative correlation was found in traditional assessment , in stark contrast t o its counterpart—gamified assessment —which showed a significant positive correlation. On the other hand, excerpts of the semi -structured interview showed that most of the interviewees agreed that the edutainment feature brought by gamification -related functions of MVLA-GF can effectively improve the limitations of traditional learning approaches, thus leading to better learning outcomes; and that the involvements of learners might be unintentionall y improved because of addiction, an ultimate feature of gamification. Some interviewees further proposed that game-related functions are conducive in terms of vocabulary learning; thus, it is reasonable that significant positive correlations were found. Such statements corresponds to several attributes of games, including instructional content , (Garris et al., 2002); fun, learning qualit y (Schwabe & Goth, 2005) ; learners‘ engagement , academic achievement (Lim, 2008); learners ‘ interest (Tarng & Tsai, 2010); motivation sustention (Huang et al., 2010); and learning performance (Uzun et al.,
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2013).
Furthermore, the performed semi-structured interview unveiled precious qualitative data reflecting the learners‘ perceptions of using MVLA-GF. Firstly, excerpts from the semi -structured interview indicated that all of the eight interviewees utilize d word lists organized either by different publishing companies or by themselves to expand their vocabulary size. This result is consistent with several past studies (Wu, 2002; Liao, 2004; Li et al., 2010) indicating that repetition is still the most-used vocabulary learning strategies among Taiwanese EFL learners . However, half of them claimed that a word list can hardly be an effective learning method since they are easily to forget what they have learned when using it for vocabulary learning . This result reconfirmed the graduated interval recall hypothesis proposed by Pimsleur (1967)
claiming that ―those acquired words would inevitably fade from learners‘
memory if there are without effective reviewing processes.‖ In a ddition,
this study found that most of the interviewees heavil y relied on gamification -related functions because MVLA-GF offers edutainment elements and additional mechanisms for promoting learning motivation . Some of them utilized word list and customized word list for either
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referring or reviewing purposes. Unanimousl y, traditional assessment was considered to be the least conducive by all interviewees. Thirdly, this study further found that most of the interviewees agreed that both MVLA-GF and MVLA-NGF can accomplish ubiquitous learning and fragmented learning, provide convenient, diversified learning methods , and offer authentic learning materials and instant assessments. On the other hand, several p revious studies confirmed that attribute s of games
allows undertakers to achieve ego -gratification (Prensky, 2001); promote learners‘ motivation (McFarlane et al., 2002); assist learners in fostering
habits and understanding (Klopfer et al., 2009); and immerse learners in the learning process (Kang, 2012). Cor respondingl y, all of the interviewees preferred MVLA-GF over MVLA-NGF and further agreed that gamification features were anticipated to offer better interaction , reduce boredom and repetition , facilitate their motivation effectively ,
and conduce to active involvements. Lastl y, with regard to the decisive factors influencing the interviewees‘ perception s toward MVLA-GF, five
aspects—including interface design, gamification design, content design, health concerns, and costs—were proposed. Based on the interviewees‘
perceptions toward MVLA-GF in terms of the above -mentioned five
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aspects, this study suggests that (1) the limited screen size of mobile devices should be efficientl y employed, and the interface design should conduce to high interaction, satis factory stability, and intuitive operation;
(2) the gamification design should be thoughtfully carried out , frequentl y-updated, interesting, challenging, engaging, incentive-embedded; (3) the content design should satisfy the needs coming from learners either at different levels or with different purposes and should offer authentic materials, well -organized learning plans, varied learning methods, and expandability; (4) health concerns may affect learners‘ long-term usage intention, for heavy dependence on mobile devices —with rather diminutive screen size —may exert negative influence on users‘ eye health; and (5) if price of a given MVLA -GF is not prominently affordable, some interviewees may prefer to choose traditional vocabulary books for saving money and reducing possible time costs spent on fitting into new technology.
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CHAPTER 5
CONCLUSION AND FUTURE WORK
Section 5.1 of this chapter first summarizes the quantitative and qualitative results revealed in chapter 4. Section 5.2 presents implications and suggestions for educators and learners, followed by proposed design issues for educational game developer. Finally, several future research directions are proposed in Section 5.3.
5.1 Conclusion
This study investigated learners‘ learning performance and perceptions while using MVLA-GF as a vocabulary learning tool . Based on the anal yses of experimental results, several major conclusions are drawn as follows.
1. MVLA-GF is Helpful in Facilitating Vocabulary Acquisition
The study confirmed that MVLA-GF achieved its educational goal and effectively assists learners in improving their vocabulary learning performance. Anal ytical results show that learners adopting MVLA-GF as a vocabulary learning tool remarkably outperformed learners utilizing MVLA-NGF. Hence, this study confirmed that MVLA -GF has positive
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influence on learners ‘ vocabulary acquisition.
2. MVLA-GF can be Regarded as a Useful Learning -Assisted Tool for Augmenting Vocabulary Retention
The study demonstrated that MVLA -GF is helpful in augmenting learners‘ ability to dispel the graduated interval recall hypothesis (Pimsleur, 1967), thus effectivel y assisting learners in retaining acquired vocabulary. Accordingl y, MVLA -GF can effectively facilitate vocabulary retention.
3. Learners Generate Positive Perceptions toward Using MVLA -GF as a Vocabulary Learning Tool
Findings of the questionnaire survey indicated that experimental group learners who used MVLA-GF for vocabulary learning had higher satisfaction than did those of control group learners who used MVLA-NGF. That is, the study confirmed that MVLA -GF, indeed, contributes to higher effectiveness and higher satisfaction , thus concluding that a positive perception is generated by learners adopting MVLA-GF as an vocabula ry learning tool.
4. MVLA-GF, with its Edutainment Elements and Game Attributes, is a
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Motivational, Engaging, Appealing, and C onducive Learning Tool
The results of semi -structured interview showed that MVLA -GF with its edutainment elements and game attributes—including challenge, encouragement, interest cultivation, excitement, interaction, and flow—not onl y provides a favorable learning approach for learners , but also brings about additional benefits in promoting learners ‘ learning motivation and active involvements . In other words, MVLA -GF is indeed a motivational, engaging, appealing, and conducive learning tool.
5. Time Invested in Gamification -Related Functions of MVLA -GF Generates Positive Impacts on Promoting Learners‘ Learning Performance
This study confirmed that learners ‘ involvements were positively correlated to their learning outcomes. Moreover, the study further demonstrated that significant positive correlations between gamification -related functions of MVLA-GF and learning outcomes as well as a significant negative correlation between traditional assessment and learning outcomes existed. The result showed that time invested in gamification -related functions of MVLA -GF generates positive influence
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on promoting learners ‘ learning performance.
6. Interface Design, Gamification Design, Content Design, Health Concerns, and Costs are Primary Factors Influencing Learners‘
Perceptions toward Using MVLA-GF for Vocabulary Learning
The results of semi -structured interview revealed that learners pay meticulous attention to several aspects of MVLA -GF implementation, including interface design, gamification design, content design, health concerns, and cost s. Hence, this study suggested that these primary factors influencing learners‘ perceptions toward using MVLA-GF for vocabulary learning should be attentively taken into account.
7. MVLA-GF can be as a Promising, Viable Learning Tool for Improving Traditional Vocabulary Learning Approaches, which were Considered neither Effective nor Attractive
Several previous research (Wu, 2002; Chen & Yeh, 2004; Li et al., 2010) pointed out that Taiwanese EFL learners mostly used repetition strategy to expand their vocabulary size; however, repetition strategy was proved to be neither effective nor attractive. The phe nomena were also confirmed by the responses casted by the interviewees in this study. In
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addition, based on both quantitative and qualitative analysis results, this study confirmed that MVLA-GF effectivel y dispels limitations of traditional vocabulary learning approaches, thus leading to better learning outcomes and positive perceptions than MVLA-NGF does.
Hence, this study concluded that MVLA -GF—when thoughtfully devised—can be a viable, promising learning-assisting tool for facilitating English vocabu lary learning.
5.2 Implications and Suggestions
The above-mentioned findings and conclusions lead to the following implications and suggestions for educators, learners, and educational game developers.
5.2.1 Implications and Suggestions for Educators and Learners
1. Educators and Learners can Appl y MVLA -GF as a Useful Assist ing Tool for Instruction and Learning in English Vocabulary Learning Processes
Undoubtedly, not all students succeed in the existing education systems. This phenomenon may derive from that t he existing education systems barel y satisfy students‘ needs and match students‘ abilities.
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Another key factor is that t he provided learning approaches in the existing education systems fail to reflect students‘ preference. Results revealed in this study confirmed that MVLA -GF, indeed, significantly contributes to the augmentation of English vocabulary learning and provides a promising solution benefiting educators‘ efforts either to engage learners in learning activities or to maintain their learning motivation. Hence, this study concluded that educators and learners can appl y MVLA-GF as a useful assist ing tool for instruction and learning in English vocabulary learning processes.
2. Educators and Learners, when Applying MV LA-GF as a Learning-Assisting Tool, should be Attentive to Potential Issues that may Lead to Learning B arriers Undermining Game‘s Educational Value
Several benefits brought by educational games has been confirmed in several previous studies ( Ryan et al., 2006; Tarng & Tsai, 2010;
Sukstrienwong & Vongsumedh, 2013; Uzun et al., 2013) and in this study;
however, some limitations—coverage of equipments, instructors ‘ resistance, complexities of edutainment ( Rosas et al., 2003); inconsistent quality of games (Oblinger, 2006); unaffordable costs (Richard, 2006);
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technological issues, inadequate infrastructure , unfamiliarit y (Valk et al., 2010)—were also pointed out. In addition , it is important to establish proper criteria for evaluating MVLA-GF and to assess wh ether the employed MVLA -GF brings about positive effects on learning performance. Accordingl y, this study suggested that educators and learners, when appl ying MVLA-GF as a learning-assisting tool, ought to consider potential issues that may lead to learning barriers undermining game‘s educational value.
5.2.2 Implications and suggestions for Educational Game Developers 1. Educational Game Developers, Aspiring to Devise an Effective and Satisfactory Learning Tool, should Leverage to Achieve a Balance between “ Education Purpose ‖ and ―Entertainment Effect ‖ of a Given Educational Game
Although learners generally generates positive attitudes toward using MVLA-GF as learning-assisting tool for supporting English vocabulary learning , they may still prefer an entertaining game —rather than an educational one—with which to play during their leisure time because an educational game may be less entertaining or attractive . Accordingly, how to make an educational game ―entertaining enough ‖ to
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accomplish its education al purpose is a pivotal issue for educational game developers. Thus, this study claimed that educational game developers, who aspire to devise an effective and satisfactory learning tool, should leverage to achieve a balance between ― education purpose ‖ and ―entertainment effect ‖ of a given educational game.
2. Educational Game Developers should Scrutinize Existing and Potential Users‘ Perceptions and Reflections at Every Development Stage
Undoubtedly, development of an educational game is an endless process striving for perfection. Therefore, this study suggests that educational game developers ought to scrutinize users‘ perceptions and reflections at every development stage. T he five major aspects unveiled in this study—interface design, gamification design, content design, health concerns, and costs—are anticipated to provide a general understanding to be further interpreted or elaborated.
5.3 Future Research Directions
Despite the encouraging results of the present study—MVLA-GF is an effective, satisfactory, and motivational learning tool, which could effectively assist Taiwanese EFL learners in acquiring and retaining
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English vocabulary— further investigation is obviousl y required. Several major research directions are proposed as follows.
1. Evaluate Long-Term Effects Brought by MVLA -GF
Restrained by certain practical concerns, e xperiment al treatments of the present study lasted for merel y four weeks . However, picking up languages is never a one -month matter, undoubtedly. A longer usage time may generate deeper influence either on learners‘ learning performance or on their perceptions than short usage time does. Hence, this stud y suggested that the evaluation of l ong-term effects brought by MVLA-GF should be attentivel y taken into account.
2. Investigate What Types of Learners can Benefit the Most from the Implementation of MVLA -GF
Incontestably, t here is no single teaching pedagogy or learning approach suitable for every learner. Therefore, it is essential to examine the roles that learners ‘ characteristics and prior knowledge play in the setting of MVLA -GF. Results of the study provided guidance either to educators, aspiring to select proper learning tools which are applicable to different learners, or to educational game developers, who wish to reach
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the broadest audiences possible. Accordingl y, future research with a large sample size should consider evaluate what t ypes of learners can benefit from the given MVLA-GF for English vocabulary learning.
Particularl y, learners‘ backgrounds, characteristics , prior knowledge, learning st yles, and preference, which may affect learners ‘ learning performance and attitudes toward using MVLA -GF for English vocabulary learning , should be further anal yzed.
3. Examine whether R ural-Urban Divide, Digital Divide, or Regional Differences Exist while Using MVLA -GF for supporting English Vocabulary Learning
Compelled by research limitations, the present study onl y recruited 20 university students from National Chengchi University, a universit y in Taipei city, Taiwan, to participant in the experiment . However, f uture study should consider whether r ural-urban divide, digital divide, or regional differences generate influence on le arners‘ learning performance and attitudes toward using MVLA-GF for English vocabulary learning .
4. Further Broaden the Research Scope either with a D issimilar Sampling—different Age Groups, Socioeconomic, or Educational
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Groups—or with a Distinct Learning Tools to Examine Inference and Generality of the Results Revealed in the present Study
This study aims to investigate learners‘ learning performance and learners‘ perceptions of MVLA -GF in English vocabulary learning, and the target population is Taiwanese EFL learners. However, sampling and research instrument designation of the present study, subject to several practical concerns, focused merel y on a specific age group of the target
This study aims to investigate learners‘ learning performance and learners‘ perceptions of MVLA -GF in English vocabulary learning, and the target population is Taiwanese EFL learners. However, sampling and research instrument designation of the present study, subject to several practical concerns, focused merel y on a specific age group of the target