Abstract

Different types of gamification can be advantageous to enhancing students’ learning. In contrast to the extant gamification literature focusing on designing reward systems and/or facilitating teachers’ gamification of learning contents, this study focuses on the gamifying of learning content by students. To verify the efficacy of gamification as a learning activity, the effects of students posing and gamifying questions in relation to second language grammar learning are explored. A gamification platform called TipOn was designed to allow students to pose and gamify questions according to different game modes to facilitate their classmates’ practicing English grammar. To examine the emotional regulation effects of posing and gamifying questions on learning performance, this study explored the effectiveness of gamifying content by examining how participants’ two types of epistemic curiosity (i.e., interest-type epistemic curiosity (IEC) and deprivation-type epistemic curiosity (DEC)) related to posing questions affected their attitude towards gamification (ATG) and their learning progress. In this experiment, participants had to pose English grammar questions related to verb tense, and gamify the questions using TipOn. They then played games using other students’ content. Data were collected from 96 ninth-grade students, and the correlations between constructs were evaluated using the path-analytical technique. The research results indicated that, first, English learning anxiety is negatively related to the two aforementioned types of epistemic curiosity. Second, IEC had no significant impact on ATG; however, DEC was positively associated with ATG. Third, ATG could positively predict students’ learning progress. The results imply that teachers could use this gamifying system in a flipped classroom to motivate students to tap into their epistemic curiosity to increase their content learning and enhance the effects of learning.

摘要

不同类型的游戏化可以有利于提高学生的学习。与现有的侧重于设计奖励系统和/或促进教师学习内容游戏化的游戏化文献相比，本研究侧重于学生对学习内容的游戏化。为了验证游戏化作为一种​​学习活动的有效性，我们探讨了学生提出和游戏化问题对第二语言语法学习的影响。一个名为TipOn的游戏化平台旨在让学生根据不同的游戏模式提出和游戏化问题，以方便同学们练习英语语法。为了检验提出问题和游戏化问题对学习表现的情绪调节作用，本研究通过考察参与者的两种认知好奇心（即兴趣型认知好奇心（IEC）和剥夺型认知好奇心）如何探索游戏化内容的有效性。 (DEC)) 与提出问题有关的问题影响了他们对游戏化 (ATG) 的态度和他们的学习进度。在这个实验中，参与者必须提出与动词时态相关的英语语法问题，并使用 TipOn 将问题游戏化。然后他们使用其他学生的内容玩游戏。数据来自 96 名九年级学生，并使用路径分析技术评估构建体之间的相关性。研究结果表明，首先，英语学习焦虑与上述两种认知好奇心呈负相关。其次，IEC对ATG没有显着影响；然而，DEC 与 ATG 呈正相关。第三，ATG可以正向预测学生的学习进度。结果表明，教师可以在翻转课堂中使用这种游戏化系统来激励学生利用他们的认知好奇心来增加他们的内容学习并增强学习效果。IEC对ATG没有显着影响；然而，DEC 与 ATG 呈正相关。第三，ATG可以正向预测学生的学习进度。结果表明，教师可以在翻转课堂中使用这种游戏化系统来激励学生利用他们的认知好奇心来增加他们的内容学习并增强学习效果。IEC对ATG没有显着影响；然而，DEC 与 ATG 呈正相关。第三，ATG可以正向预测学生的学习进度。结果表明，教师可以在翻转课堂中使用这种游戏化系统来激励学生利用他们的认知好奇心来增加他们的内容学习并增强学习效果。