In order to verify the evaluative criteria developed by this study, the researcher chose five vocabulary games on the Internet to let the sixty-six participants play.
The five games, namely a) English Tank War, b) Hastar Gept 2010, c) English Matsu’s blessing, d) English Manager, and e) Hastar Gept II are available on http://www.hastars.com/flashgame/.
According to the classification of the vocabulary games based on the literature review, the researcher analyzed and classified the five games, shown in Table 3.2.
Table 3.2 The Five English Vocabulary Games
Item Game title Game rule Game type
1 English Tank War The player has to type the correct word according to the hint before the tank makes a shot.
guessing game
2 Hastar Gept 2010 The player has to pick up the correct answer when listening to the word.
quiz
3 English Matsu’s blessing
The player has to click the words beginning with the same first letter.
sound matching
4 English Manager The player has to make the correct words in a line according to the hint of the English word.
Word-picture matching game
5 Hastar Gept II The player has to type the correct answer when listening to the word.
quiz
Chapter Four
Results and Discussion
In this chapter, the results for each research question based on the data analysis were presented and discussed, including (a) the selection criteria on evaluating game-based vocabulary learning from the perspectives of the teachers through the questionnaires, (b) ranking the selected criteria from the students’ points of view by means of the questionnaires, and calculating the weight of each criterion, and (c) the comparison of the two ranking results between the two stages (after every game and after all the games).
4.1 The Selection Criteria on Evaluating Game-Based Vocabulary Learning
Over the last few years, the massive use of the computers and the Internet has changed the way modern people communicate, work, and learn in their daily lives.
The applications of computer-enhanced language learning have been implemented in the educational studies. Besides, educators are also interested in learning especially through games because of the instructional trend toward learner-centered education.
Prensky (2001) put forth that learning can best take place when there is high engagement, and he proposed “digital-game-based learning,” which has the potential for achievement of the necessary “high learning” through “high engagement” (p.149).
It is believed that vocabulary knowledge and reading ability are inextricably connected. The breadth and depth of a student’s vocabulary certainly affect his or her ability to understand a wide range of texts. The researcher found that in traditional vocabulary lessons, some students, especially the low-achievers, may
easily get bored, and passively learn vocabulary without any motivation. Hence, for the teachers facing the students who grew up in the new technology world, vocabulary instruction could be increasingly supplemented by game-based learning on the Internet. Some advantages of computer games include developing learning by doing (e.g., Mayer, Mautone, and Prothero, 2002), triggering motivation and enjoyment, and providing the convenient and time-saving way of teaching.
More and more games concerning vocabulary learning have been available on the Internet or by using the computer. But how to choose appropriate games for supporting vocabulary teaching is a crucial issue for many teachers. Drawn the findings upon the previous research and related literature, the sixty-six criteria were developed by the researcher. The result of the questionnaire (Appendix A) consisted of two parts. With regard to the use of digital learning in the teaching environment, the results of the questionnaires (Question 5, 6, and 7) were presented in Table 4.1.
Table 4.1 Frequencies on the Use of the Digital Learning in Teaching Environment
Statement of the question Frequency
5. Whether or not to use the digital learning software in teaching
Usually 1
Occasionally 6
Never 12
6. Whether or not to use digital game-based learning software in teaching
Usually 0
Occasionally 3
Never 4
7. Whether or not to use digital game-based vocabulary learning software in teaching
Usually 0
Occasionally 2
Never 1
As Table 4.1 shows, most of the teachers do not often use the digital game-based learning in their teaching environment. But the modern people living in the information age take part in the information society (Bates, 2000; Reigeluth, 1996). Technology has now dominated most parts of our lives, penetrating into the conduct of normal daily life. Facing the trend of information technology, teachers should consider more seriously applying the digital learning systems into the teaching environment.
According to the result of the second part, the means and standard deviations of the sixty-six criteria were shown by the descending order of the mean score in Table 4.2.
Table 4.2 Means and Standard Deviations of the Sixty-Six Criteria
Criterion Mean SD
4.1.1 Simple interface and user-friendly 9.53 0.632
4.1.4 Providing the hint on manipulating 9.47 0.892
4.1.3 The convenience of downloading 9.37 1.25
1.1.1 Fertility and Correctness 9.32 1.438
1.2.3 Facilitating students’ learning 9.26 1.109
2.1.4 Simple and understandable rules 9.21 1.088
2.3.3 Able to gain new knowledge 9.21 0.931
4.1.2 The speed of software loading 9.21 1.276
1.2.1 Suitable for student levels 9.16 1.258
1.2.7 Providing timely feedback 9.16 0.911
1.1.2 Triggering motivation 9.11 1.223
2.3.4 Promoting the ability of problem-solving 9.11 1.204 3.3.1 Able to be extensively used in teaching 9.05 0.834
4.1.5 The consistency of software functions 9.05 1.34
1.3.2 Providing the function of selecting the learning extent 9 1.047
2.2.5 Different levels of difficulty 9 0.929
1.1.4 Integration with everyday situation 8.89 1.147
2.1.1 Fun and interesting 8.89 1.088
2.3.2 Developing thinking and imagination 8.89 0.854
(Continued on next page)
Table 4.2 Means and Standard Deviations of the Sixty-Six Criteria (Continued) 2.6.3 Able to set the difficulty of the games 8.89 1.095 1.3.5 Providing the feedback about the effectiveness on
students’ learning
8.84 1.377
1.3.6 Providing the material for remediation 8.84 0.885
2.1.2 Providing multimedia stimulation 8.84 1.981
4.1.6 Delicate visual images 8.84 1.025
4.1.8 Visual effects and animations 8.84 1.047
1.2.5 Providing learning assessment 8.79 1.291
1.2.9.1 Providing the demonstration for learning 8.74 1.065 1.3.3 Providing the function as a facilitator 8.74 1.109
2.1.3 Various forms of game types 8.74 1.47
2.2.2 Providing specific goals 8.74 1.065
2.2.3 Providing the scoring system 8.74 1.109
2.3.1 Including story or narrative elements 8.74 0.946
4.1.7 High-qualified functional design 8.74 1.25
1.2.8 Providing related information for learning 8.68 1.65
2.4.1 Providing reasonable game rules 8.68 1.28
2.4.2 Proper scoring system 8.68 1.302
1.1.9 Arranged by the order of the difficulty 8.63 1.778
2.2.4 Providing upgrading system 8.63 1.31
1.3.1 Providing teaching activities 8.58 1.459
2.1.5 Various game solutions 8.58 1.315
1.1.6 Related the new to the known 8.47 1.632
1.2.4 Providing different designs for students of various learning styles
8.47 1.088
1.2.6 Providing the function to record the learning processing
8.47 1.506
1.3.7 Providing related teaching material 8.47 1.031
1.3.4 Providing the calculation and analysis of the assessment
8.42 1.548
3.3.2 Parents’ permission 8.42 1.52
1.1.3 Having specific teaching objects 8.37 1.74
2.5.1 Able to expand the content of the game 8.37 1.263 1.2.9 Providing the judgment and clarification of the value 8.32 0.873
1.1.5 Integration with school curriculum 8.26 1.628
(Continued on next page)
Table 4.2 Means and Standard Deviations of the Sixty-Six Criteria (Continued)
1.1.7 Meeting the social needs and trend 8.21 1.592
1.2.2 Emphasizing the differences between the individuals. 8.21 1.596
3.1.1 Providing cooperative learning 8.21 1.515
3.3.3 Becoming students’ favorite pastime 8.21 1.559
2.2.1 Able to choose a competitive player 8.05 1.124
2.1.6 Providing multi-player online games 7.74 2.049
2.6.2 Able to control the speed of game-play processing 7.74 2.373
3.1.2 Able to exchange information 7.74 1.544
2.1.7 PC console games for multi-players 7.68 1.682
3.2.2 Promoting the family interaction 7.68 2.017
4.2.1 Requirements for hardware equipment 7.68 2.363
4.2.2 Requirements for kinds of hardware equipment 7.68 2.363
2.5.2 Able to develop the Network version 7.58 2.029
3.2.1 Parents’ participation 7.47 1.965
2.6.1 Able to control the difficulty of games 7.42 2.422
1.1.8 Integrating into social issues 7.32 2.243
With regard to the questionnaire responses, the researcher found that for teachers who want to use game-based vocabulary learning as a mean of teaching, technical functions (technology dimension) are more important to consider than the others. For example, teachers think that user-friendly interface is the most important criteria as far as game-based vocabulary learning is concerned. After all, the aim to use game-based vocabulary learning is to foster effectiveness of learning rather than to frustrate learners. On the contrary, the social interaction gains less attention by the teachers. Peer interaction and cooperative learning were not put in the first place. One possible explanation is that for most of the teachers, game-based vocabulary learning may be viewed as a self-learning tool. Therefore, the need for multiplayer online games is not greatly stressed.
To further compare the results between two groups, Group A (the teachers
have used digital learning as a teaching method) and Group B (the teachers have no experience in using digital learning), the researcher presented the ranking orders according to the mean score (the most to the least), respectively as Table 4.3 shows.
Table 4.3 Comparison of the two rankings
Rank Group A Group B
1 4.1.1 Simple interface and user-friendly 4.1.4 Providing the hint on manipulating
2 2.3.3 Able to gain new knowledge 4.1.3 The convenience of downloading 3 1.2.1 Suitable for student levels 4.1.1 Simple interface and user-friendly 4 1.1.1 Fertility and correctness 4.1.2 The speed of software loading 5 1.2.3 Facilitating students’ learning 2.1.4 Simple and understandable rules 6 2.3.2 Developing thinking and
imagination 1.1.1 Fertility and correctness
7 4.1.4 Providing the hint on
manipulating 1.2.7 Providing timely feedback
8 2.3.4 Promoting the ability of
problem-solving 1.2.5 Providing learning assessment
9 3.3.1 Able to be extensively used in
teaching 1.2.3 Facilitating students’ learning
10 4.1.5 The consistency of software
function 1.1.2 Triggering motivation
11 2.3.1 Including story or narrative elements
1.3.2 Providing the function of selecting the learning extent
12 4.1.3 The convenience of downloading 1.3.5 Providing the feedback about the effectiveness on students’ learning
13 1.2.7 Providing timely feedback 1.1.9 Arranged by the order of the difficulty
14 1.1.2 Triggering motivation 2.3.4 Promoting the ability of problem-solving
15 3.3.3 Becoming students’ favorite
pastime 2.2.5 Different levels of difficulty
16 2.1.4 Simple and understandable rules 1.3.6 Providing the material for remediation
(Continued on next page)
Table 4.3 Comparison of the two rankings (Continued) 17 2.2.5 Different levels of difficulty 4.1.8 Visual effects and animations 18 2.1.1 Fun and interesting 2.3.3 Able to gain new knowledge
19 2.1.2 Providing multimedia stimulation 3.3.1 Able to be extensively used in teaching
20 2.2.2 Providing specific goals 4.1.5 The consistency of software function
21 3.3.2 Parents’ permission 1.1.4 Integration with everyday situation
22 4.1.2 The speed of software loading 2.6.3 Able to set the difficulty of the games
23 1.3.2 Providing the function of
selecting the learning extent 4.1.6 Delicate visual images 24 1.1.4 Integration with everyday
situation
1.2.9.1 Providing the demonstration for learning
25 2.6.3 Able to set the difficulty of the
games 4.1.7 High-qualified functional design
26 4.1.6 Delicate visual images 1.2.1 Suitable for student levels 27 2.2.3 Providing the scoring system 2.1.1 Fun and interesting 28 1.3.6 Providing the material for
remediation
1.3.3 Providing the function as a facilitator
29 4.1.8 Visual effects and animations 2.1.3 Various forms of game types 30 1.3.3 Providing the function as a
facilitator 2.2.4 Providing the upgrading system
31 2.1.3 Various forms of game types 1.1.6 Related the new to the known 32 1.2.8 Providing related information for
learning
1.3.4 Providing the calculation and analysis of the assessment
33 2.4.1 Providing reasonable game rules 2.1.2 Providing multimedia stimulation 34 2.4.2 Proper scoring system 2.2.3 Providing the scoring system 35 1.3.1 Providing teaching activities 1.2.8 Providing related information for
learning 36 2.5.1 Able to expand the content of the
game 2.4.1 Providing reasonable game rules
37 1.3.5 Providing the feedback about the
effectiveness on students’ learning 2.4.2 Proper scoring system (Continued on next page)
Table 4.3 Comparison of the two rankings (Continued) 38 1.2.9.1 Providing the demonstration for
learning
1.2.6 Providing the function to record the learning processing
39 4.1.7 High-qualified functional design 2.1.5 Various game solutions
40 2.1.5 Various game solutions 1.1.3 Having specific teaching objects 41 1.2.4 Providing different designs for
students with various learning styles
1.1.7 Meeting the social needs and trend
42 1.3.7 Providing related teaching material
1.2.2 Emphasizing the differences between the individuals
43 2.2.4 Providing the upgrading system 2.3.2 Developing thinking and imagination
44 1.2.9 Providing the judgment and
clarification of the value 2.2.2 Providing specific goals 45 2.2.1 Able to choose a competitive
player 1.3.1 Providing teaching activities
46 1.2.5 Providing learning assessment 1.2.4 Providing different designs for students with various learning styles 47 4.2.1 Requirements for hardware
Equipment
1.3.7 Providing related teaching material
48 4.2.2 Requirements for kinds of hardware equipment
2.3.1 Including story or narrative elements
49 1.2.6 Providing the function to record the learning processing
1.1.5 Integration with school curriculum
50 1.1.5 Integration with school curriculum
1.2.9 Providing the judgment and clarification of the value
51 3.1.1 Providing cooperative learning 3.1.1 Providing cooperative learning 52 3.2.2 Promoting the family interaction 2.5.1 Able to expand the content of the
game 53 1.1.9 Arranged by the order of the
difficulty 3.3.2 Parents’ permission
54 1.1.6 Related the new to the known 3.1.2 Able to exchange information 55 1.1.3 Having specific teaching objects 2.2.1 Able to choose a competitive
player 56 1.3.4 Providing the calculation and
analysis of the assessment
2.1.6 Providing multiplayer online games
(Continued on next page)
Table 4.3 Comparison of the two rankings (Continued) 57 2.6.2 Able to control the speed of
game-play processing 2.1.7 PC games for multiplayer 58 2.6.1 Able to control the difficulty of
games
2.6.2 Able to control the speed of game-play processing
59 1.1.7 Meeting the social needs and trend
2.5.2 Able to develop the Network version
60 1.2.2 Emphasizing the differences
between the individuals 1.1.8 Integrating into social issues 61 2.1.6 Providing multiplayer online
games
3.3.3 Becoming students’ favorite pastime
62 3.2.1 Parents’ participation 3.2.2 Promoting the family interaction 63 2.1.7 PC games for multiplayer 3.2.1 Parents’ participation
64 2.5.2 Able to develop the Network version
4.2.1 Requirements for hardware Equipment
65 3.1.2 Able to exchange information 4.2.2 Requirements for kinds of hardware equipment
66 1.1.8 Integrating into social issues 2.6.1 Able to control the difficulty of games
As Table 4.3 shows, there are some differences between the two groups. As for Group B, the teachers tend to focus on technology dimension. One possible explanation may be due to their unfamiliar experience in using computers. They think that digital game-based vocabulary learning should facilitate learning process instead of frustrating students. On the contrary, the teachers in Group A have more fair distribution of selection criteria in every category, such as material adaptability, learner adaptability, inspiration, and so on.
Next, the researcher chose the top one/two item(s) from each category on the basis of the questionnaire results in Table 4.2. The reason why the researcher did so is to make the next questionnaire easier for students to fill in. Moreover, based upon the findings of previous related research and literature, all of the four
dimensions are suggested to be contained. The selected nineteen criteria were illustrated in Table 4.4.
Table 4.4 The Top One/Two Criteria for Each Category
Rank Item Criterion Mean SD Top 2 Criteria for material adaptability
1 1.1.1 9.32 1.438 2 1.1.2 9.11 1.223 Top 2 Criteria for learner adaptability
1 1.2.3 9.26 1.109 2 1.2.1 9.16 1.258 Top 1 Criterion for instructor adaptability
1 1.3.2 9 1.047 Top 2 Criteria for enjoyment and pleasure
1 2.1.4 9.21 1.088 2 2.1.1 8.89 1.088 Top 2 Criteria for challenge
1 2.2.5 9 0.929 2 2.2.2 8.74 1.065 Top 2 Criteria for inspiration
1 2.3.3 9.21 0.931 2 2.3.4 9.11 1.204 Top 1 Criterion for impartiality
1 2.4.1 8.68 1.28 Top 1 Criterion for expansion
1 2.5.1 8.37 1.263 Top 1 Criterion for controlling
1 2.6.3 8.89 1.095 Top 1 Criterion for cooperation and interactivity
1 3.1.1 8.21 1.515 Top 1 Criterion for family participation
1 3.2.2 7.68 2.017 Top 1 Criterion for future acceptance and widespread
1 3.3.1 9.05 0.834
(Continued on next page)
Table 4.4 The Top One/Two Criteria for Each Category (Continued) Rank Item Criterion Mean SD Top 1 Criterion for computer software
1 4.1.1 9.53 0.632 Top 1 Criterion for computer hardware
1 4.2.1 7.68 2.363
Based on the result in Table 4.4, the selected nineteen criteria were listed in Table 4.5 along with the category each criterion belongs to.
Table 4.5 The Selected Nineteen Criteria
Item Category Criterion
1 1.1 1.1.1 Fertility and correctness 2 1.1 1.1.2 Triggering motivation
3 1.2 1.2.3 Facilitating students’ learning 4 1.2 1.2.1 Suitable for student levels
5 1.3 1.3.2 Providing the function of selecting the learning extent 6 2.1 2.1.1 Fun and interesting
7 2.1 2.1.4 Simple and understandable rules 8 2.2 2.2.5 Different levels of difficulty 9 2.2 2.2.2 Providing specific goals 10 2.3 2.3.3 Able to gain new knowledge
11 2.3 2.3.4 Promoting the ability of problem-solving 12 2.4 2.4.1 Providing reasonable game rules
13 2.5 2.5.1 Able to expand the content of the game 14 2.6 2.6.3 Able to set the difficulty of the games 15 3.1 3.1.1 Providing cooperative learning 16 3.2 3.2.2 Promoting the family interaction 17 3.3 3.3.1 Able to be extensively used in teaching 18 4.1 4.1.1 Simple interface and user-friendly 19 4.2 4.2.2 Requirements for hardware equipment