Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/66392
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Title: Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains
Authors: Calvo-Ferrer, José Ramón
Research Group/s: Lexicología de los Lenguajes para Fines Específicos y Enseñanza del Léxico (LEXESP)
Center, Department or Service: Universidad de Alicante. Departamento de Filología Inglesa
Keywords: L2 Vocabulary Acquisition | Digital Game-Based Learning | Educational Games | Translation and Interpreting
Knowledge Area: Filología Inglesa
Issue Date: Mar-2017
Publisher: Wiley
Citation: British Journal of Educational Technology. 2017, 48(2): 264-278. doi:10.1111/bjet.12387
Abstract: According to different authors, computer games not only teach contents and skills, but also do so in a more efficient manner, allowing long-lasting learning. However, there is still little consensus on this matter as different studies put their educational benefits into question, especially when used without instructional support. An empirical study was conducted to measure the effect of the educational game The Conference Interpreter on L2 vocabulary acquisition and perceived learning gains, as compared with a non-gaming tool which replicated its contents. The results of pre-, post- and delayed tests showed that students that had access to the contents via the video game performed statistically better in the short run, found the materials more appealing and believed their vocabulary skills had developed further than those in the control group. However, the regression model showed that the actual enjoyment of the game seemed to have no effect on the students' learning outcomes, neither according to their own estimation nor as determined by testing. Of greater importance seemed to be extrinsic motivation, ie, their desire to play based upon expected learning gains, prior knowledge of tested L2 vocabulary and perceived difficulty of the educational contents.
URI: http://hdl.handle.net/10045/66392
ISSN: 0007-1013 (Print) | 1467-8535 (Online)
DOI: 10.1111/bjet.12387
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2015 British Educational Research Association
Peer Review: si
Publisher version: http://dx.doi.org/10.1111/bjet.12387
Appears in Collections:INV - LEXESP - Artículos de Revistas

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