To Quiz or to Shoot When Practicing Grammar? Catching and Holding the Interest of Child Learners: A Field Study

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F22%3A00556600" target="_blank" >RIV/68081740:_____/22:00556600 - isvavai.cz</a>

Alternative codes found

RIV/00216208:11320/22:10452971 RIV/00216208:11210/22:10452971

Result on the web

<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2022.856623/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2022.856623/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2022.856623" target="_blank" >10.3389/fpsyg.2022.856623</a>

Result language

angličtina

Original language name

To Quiz or to Shoot When Practicing Grammar? Catching and Holding the Interest of Child Learners: A Field Study

Original language description

Learning grammar requires practice and practicing grammar can be boring. We examined whether an instructional game with intrinsically integrated game mechanics promotes this practice: compared to rote learning through a quiz. We did so 'in the field.' Tens of thousands children visited, in their leisure time, a public website with tens of attractive online games for children during a 6-week-long period. Of these children, 11,949 picked voluntarily our grammar training intervention. Thereafter, unbeknown to them, they were assigned either to the game or the quiz condition. By means of learning analytics, we examined variables related to participants’ persistence and performance. The results showed large participant drop-out before completing the first level in both conditions (42.2%), confirming the boringness of the topic. More children completed at least one level in the game compared to the quiz (61.8 vs. 53.6%). However, more children completed the intervention (all six levels) with the quiz (6.0 vs. 4.3%). In the game, children answered fewer questions correctly (36.3 vs. 47.4) and made more errors compared to the quiz (16.1 vs. 13.1). These findings suggest that even if a game initially catches user attention, it may not hold it. Plus, even if it is a minimalistic game with intrinsic integration of learning and playing, it may be distractive. We conclude that persistence in practicing grammar may be driven by other means than by a game’s shooting mechanics, for instance, by a desire to learn the topic and a feeling of achievement or by quizzing mechanics.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

<a href="/en/project/GA19-02532S" target="_blank" >GA19-02532S: EduGames4K: Designing educational games for kids</a><br>

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

1664-1078

Volume of the periodical

13

Issue of the periodical within the volume

duben

Country of publishing house

CH - SWITZERLAND

Number of pages

9

Pages from-to

856623

UT code for WoS article

000792497400001

EID of the result in the Scopus database

2-s2.0-85129049466