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Gamification in Tertiary Education －Impact on ESL Student Motivation for Out-of-class Learning－
https://tachibana.repo.nii.ac.jp/records/2000155
https://tachibana.repo.nii.ac.jp/records/20001557ee009bd-d1a1-44be-b8ee-6ebbe849f9ef
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Gamification in Tertiary Education －Impact on ESL Student Motivation for Out-of-class Learning－.pdf (721.6 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-04-07 | |||||||||
| タイトル | ||||||||||
| タイトル | Gamification in Tertiary Education －Impact on ESL Student Motivation for Out-of-class Learning－ | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | gamification | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | motivation | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | university ESL students | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | out-of-class learning | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
ドール, モーガン
× ドール, モーガン
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Gamification involves incorporating game-like elements into educational contexts to enhance motivation and engagement. These elements include rewards for achievements and the display of names and scores on leaderboards. The goal is to generate higher levels of excitement and involvement in the classroom or in the completion of assignments. While extensive research has focused on gamification in primary and secondary education, its application in tertiary education remains less explored. To address this gap, this study focused on English as a Second Language （ESL） university students and their responses to gamification techniques used for out-of-class reading assignments. It was hypothesized that incorporating these techniques would motivate learners to surpass the minimum reading requirement each week. Data collection showed that without gamification techniques, an average of 10.43% of students surpassed the minimum reading requirement by at least 10% each week. With gamification techniques, an average of 17.73% of students surpassed the minimum reading requirement by at least 10% each week. Over whole semesters the percentage of students who achieved the total reading requirement increased from 58.23% to 64.00%. However, there was no significant change in the average total word count read by students when the gamification techniques were employed. Also, the gamification techniques did not result in a significant number of students exceeding the total word count target. | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : 京都橘大学研究紀要 en : Memoirs of Kyoto Tachibana University 号 51, p. 75-82, 発行日 2025-02-22 |
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| 出版者 | ||||||||||
| 出版者 | 京都橘大学研究紀要編集委員会 | |||||||||
| 言語 | ja | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1883-0307 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12113214 | |||||||||
| フォーマット | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | application/pdf | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
