TÌM HIỂU NHẬN THỨC CỦA SINH VIÊN VỀ TRÒ CHƠI TRỰC TUYẾN TRONG LỚP HỌC TRỰC TUYẾN CHUYÊN NGỮ TIẾNG ANH
Nội dung chính của bài viết
Tóm tắt
Công nghệ đang được tích hợp vào môi trường giáo dục nhằm nâng cao quá trình học trực tuyến của sinh viên chuyên ngữ tiếng Anh. Bài viết này cung cấp kết quả của nghiên cứu sử dụng lý thuyết động lực để tìm hiểu về nhận thức về việc sử dụng ứng dụng trò chơi của sinh viên tại một trường đại học Việt Nam. Tác giả đã sử dụng bảng khảo sát và phỏng vấn với sinh viên để tìm hiểu về nhận thức của sinh viên về trò chơi trực tuyến trong quá trình học tập. Dữ liệu định lượng được phân tích bởi SPSS và dữ liệu định tính được phân tích theo khung phân tích của Huberman (1994). Kết quả cho thấy hầu hết sinh viên đều có cảm nhận tích cực về việc sử dụng trò chơi. Kết quả phỏng vấn ghi nhận rằng các trò chơi trực tuyến làm tăng chất lượng học trong lớp thông qua động lực, niềm vui, sự chuẩn bị và tham gia. Nghiên cứu cũng cho thấy việc sử dụng các trò chơi trực tuyến trong lớp có khả năng nâng cao sự cạnh tranh, từ đó nâng cao sự kích thích trí lực, sự ghi nhớ kiến thức lâu dài và kỹ năng công nghệ thông tin.
Chi tiết bài viết
Từ khóa
sinh viên chuyên ngữ tiếng Anh, trò chơi trực tuyến, thái độ tích cực, chất lượng học
Tài liệu tham khảo
Bolliger, D. U., Mills, D., White, J. & Kohyama, M. (2015). Japanese students’ perceptions of digital game use for English-language learning in higher education. Journal of Educational Computing Research, 53(3), 384–408.
Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21-35. http://dx.doi.org/10.1016/j.compedu.2013.02.010
Charsky, D. & Ressler, W. (2011). Games are made for fun: Lessons on the effects of concept maps in the classroom use of computer games. Computer Education, 56(3), 604-615.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). SAGE Publications, Inc.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Dempsey, J. V., & Johnson, R. B. (1998). The development of an ARCS gaming scale. Journal of Instructional Psychology, 25, 215–221.
Fithriani, R. (2018). Communicative game-based learning in EFL grammar class: Suggested activities and students’ perception. JEELS (Journal of English Education and Linguistics Studies, 5(2), 171-18. http://dx.doi.org/10.30762/jeels.v5i2.509
Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners’ motivation. English Language Teaching, 12(4), 49-56. http://dx.doi.org/10.5539/elt.v12n4p49
Gravetter, F. J., & Forzano, L.-A. B. (2009). Research methods for the behavioral sciences. Wadsworth Cengage Learning.
Groening, C., & Binnewies, C. (2019). “Achievement unlocked!” - The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97, 151-166. https://doi.org/10.1016/j.chb.2019.02.026
Huang, R., Tlili, A., Chang, T. -W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources. Smart Learning Environments, 7, Article 19. https://doi.org/10.1186/s40561-020-00125-8
Huang, W., Huang, W., Diefes-Dux, H., & Imbrie, P. K. (2006). A preliminary validation of attention, relevance, confidence and satisfaction model-based instructional material motivational survey in a computer-based tutorial setting. British Journal of Educational Technology, 37(2), 243–259.
Karoulis, A., & Demetriadis, S. (2005). The motivational factor in educational games. Interaction between learner’s internal and external representations in multimedia environments. Kaleidoscope NoE JEIRP, 296-312.
Kebritchi, M., & Hirumi, A. (2008). Examining the pedagogical foundations of modern educational computer games. Computer Education, 52, 1729-1743.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2–10.
Klein, J. D. & Freitag, E. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computer Education, 55(2), 427-443.
Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, intention and volition (pp. 279-291). Springer. https://doi.org/10.1007/978-3-642-70967-8_19
Kurt, S. (2021, January 30). Model of motivation: ARCS instructional design. Education Library. https://educationlibrary.org/model-of-motivation-arcs-instructional-design/
Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91, 333-345. https://doi.org/10.1016/j.chb.2018.10.005
Mathieson, K. (1991). Predicting user intentions: Comparing the technology acceptance model with the theory of planned behavior. Information Systems Research, 2(3), 173–191.
McFarland, D. J., & Hamilton, D. (2006). Adding contextual specificity to the technology acceptance model. Computers in Human Behavior, 22(3), 427–447.
Park, S. Y., Nam, M. W., & Cha, S. B. (2012). University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592–605. https://doi.org/10.1111/j.1467-8535.2011.01229.x
Perse, E. M. (1986). Soap Opera viewing patterns of college students and cultivation. Journal of Broadcasting and Electronic Media, 30, 175–193.
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Robbins, S. (2005). Organizational behavior. Pearson Education.
Smith, S. A. (2018). Digital environments and motivation among young ESL learners. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching: Current trends and future directions in English language teaching. John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0960
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268–286.
Van Eck, R., & Dempsey, J. (2002). The effect of competition and contextualized advisement on the transfer of mathematics skills in a computer-based instructional simulation game. Educational Technology Research & Development, 50(3), 23-41. http://dx.doi.org/10.1007/BF02505023
Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European Conference on Games Based Learning (pp. 737-746). Academic Conferences and Publishing International Limited.
Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computer Education, 59(2), 365-377.
Zhou, L., Li, F., & Wu, S. (2020). School’s out, but class’s on’, the largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evidence of Chinese Education, 4(2), 501–519. https://doi.org/10.15354/bece.20.ar023
Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21-35. http://dx.doi.org/10.1016/j.compedu.2013.02.010
Charsky, D. & Ressler, W. (2011). Games are made for fun: Lessons on the effects of concept maps in the classroom use of computer games. Computer Education, 56(3), 604-615.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). SAGE Publications, Inc.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Dempsey, J. V., & Johnson, R. B. (1998). The development of an ARCS gaming scale. Journal of Instructional Psychology, 25, 215–221.
Fithriani, R. (2018). Communicative game-based learning in EFL grammar class: Suggested activities and students’ perception. JEELS (Journal of English Education and Linguistics Studies, 5(2), 171-18. http://dx.doi.org/10.30762/jeels.v5i2.509
Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners’ motivation. English Language Teaching, 12(4), 49-56. http://dx.doi.org/10.5539/elt.v12n4p49
Gravetter, F. J., & Forzano, L.-A. B. (2009). Research methods for the behavioral sciences. Wadsworth Cengage Learning.
Groening, C., & Binnewies, C. (2019). “Achievement unlocked!” - The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97, 151-166. https://doi.org/10.1016/j.chb.2019.02.026
Huang, R., Tlili, A., Chang, T. -W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources. Smart Learning Environments, 7, Article 19. https://doi.org/10.1186/s40561-020-00125-8
Huang, W., Huang, W., Diefes-Dux, H., & Imbrie, P. K. (2006). A preliminary validation of attention, relevance, confidence and satisfaction model-based instructional material motivational survey in a computer-based tutorial setting. British Journal of Educational Technology, 37(2), 243–259.
Karoulis, A., & Demetriadis, S. (2005). The motivational factor in educational games. Interaction between learner’s internal and external representations in multimedia environments. Kaleidoscope NoE JEIRP, 296-312.
Kebritchi, M., & Hirumi, A. (2008). Examining the pedagogical foundations of modern educational computer games. Computer Education, 52, 1729-1743.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2–10.
Klein, J. D. & Freitag, E. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computer Education, 55(2), 427-443.
Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, intention and volition (pp. 279-291). Springer. https://doi.org/10.1007/978-3-642-70967-8_19
Kurt, S. (2021, January 30). Model of motivation: ARCS instructional design. Education Library. https://educationlibrary.org/model-of-motivation-arcs-instructional-design/
Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91, 333-345. https://doi.org/10.1016/j.chb.2018.10.005
Mathieson, K. (1991). Predicting user intentions: Comparing the technology acceptance model with the theory of planned behavior. Information Systems Research, 2(3), 173–191.
McFarland, D. J., & Hamilton, D. (2006). Adding contextual specificity to the technology acceptance model. Computers in Human Behavior, 22(3), 427–447.
Park, S. Y., Nam, M. W., & Cha, S. B. (2012). University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592–605. https://doi.org/10.1111/j.1467-8535.2011.01229.x
Perse, E. M. (1986). Soap Opera viewing patterns of college students and cultivation. Journal of Broadcasting and Electronic Media, 30, 175–193.
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Robbins, S. (2005). Organizational behavior. Pearson Education.
Smith, S. A. (2018). Digital environments and motivation among young ESL learners. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching: Current trends and future directions in English language teaching. John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0960
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268–286.
Van Eck, R., & Dempsey, J. (2002). The effect of competition and contextualized advisement on the transfer of mathematics skills in a computer-based instructional simulation game. Educational Technology Research & Development, 50(3), 23-41. http://dx.doi.org/10.1007/BF02505023
Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In T. Connolly & L. Boyle (Eds.), Proceedings of the 10th European Conference on Games Based Learning (pp. 737-746). Academic Conferences and Publishing International Limited.
Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computer Education, 59(2), 365-377.
Zhou, L., Li, F., & Wu, S. (2020). School’s out, but class’s on’, the largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evidence of Chinese Education, 4(2), 501–519. https://doi.org/10.15354/bece.20.ar023