在在线环境中通过综合翻转式和游戏化学习提高托福考试成绩和学生积极性

IF 4.3 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Human Behavior and Emerging Technologies Pub Date : 2024-01-31 DOI:10.1155/2024/1054242
Safnil Arsyad, Budi Waluyo, Ira Maisarah
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引用次数: 0

摘要

在不断发展的教育领域,将翻转学习和游戏化学习整合到在线英语课程中仍然是一个复杂且探索不足的领域。为了填补这一知识空白,我们的研究设计并实施了一种创新的混合教学模式,将翻转学习和游戏化学习原则完美地融合到在线托福(TOEFL)教学中。这项研究在印度尼西亚明古鲁省的一所公立大学内进行,从 80 名英语专业三年级本科生中精心挑选了 27 名研究参与者(11.1% 为男性,88.9% 为女性),采用了有目的的方便抽样技术,以确保多样性代表性。我们的综合数据收集包括托福考试前后的评估、调查和反思性论文,定性数据进行了主题分析,定量数据通过描述性统计、非参数 Wilcoxon 秩检验和斯皮尔曼相关分析进行了分析。结果表明,在焦虑增加的同时,学生的乐趣和积极性也得到了提高。不过,干预措施在托福听力、阅读和总成绩方面都有显著提高,但结构和书面表达基本保持不变。耐人寻味的是,虽然愉悦感的提高与学习动机的增强相关,但情绪变量与托福考试后的成绩却没有明显的相关性。这些发现对托福备考、学生学习动机以及在线学习环境下的课堂多样性管理具有深远的意义。
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Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings

In the evolving landscape of education, the integration of flipped and gamified learning into online English courses has remained a complex and underexplored terrain. To address this knowledge gap, our study designed and implemented an innovative hybrid pedagogical model, seamlessly blending flipped and gamified learning principles into the context of online TOEFL (Test of English as a Foreign Language) instruction. The study, conducted within a public university in Bengkulu Province, Indonesia, included 27 carefully selected research participants (11.1% male, 88.9% female) from a population of 80 third-year undergraduate English majors, employing purposive convenient sampling techniques to ensure diversity representation. Our comprehensive data collection encompassed pre- and post-TOEFL assessments, surveys, and reflective essays, with qualitative data subjected to thematic analysis and quantitative data analyzed through descriptive statistics, nonparametric Wilcoxon rank tests, and Spearman’s correlation analysis. The results unveiled a multifaceted landscape, showing improvements in student enjoyment and motivation alongside increased anxiety. However, the intervention demonstrated significant enhancements in TOEFL listening, reading, and overall scores, although structure and written expression remained largely unchanged. Intriguingly, while heightened enjoyment correlated with increased motivation, emotional variables displayed no significant correlation with TOEFL posttest scores. These findings carry profound implications for TOEFL preparation, student motivation, and the management of classroom diversity in online learning settings.

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来源期刊
Human Behavior and Emerging Technologies
Human Behavior and Emerging Technologies Social Sciences-Social Sciences (all)
CiteScore
17.20
自引率
8.70%
发文量
73
期刊介绍: Human Behavior and Emerging Technologies is an interdisciplinary journal dedicated to publishing high-impact research that enhances understanding of the complex interactions between diverse human behavior and emerging digital technologies.
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