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

Kód výsledku v 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>

Nalezeny alternativní kódy

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

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/GA19-02532S" target="_blank" >GA19-02532S: Návrhové principy pro tvorbu výukových her pro děti</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

1664-1078

Svazek periodika

13

Číslo periodika v rámci svazku

duben

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

9

Strana od-do

856623

Kód UT WoS článku

000792497400001

EID výsledku v databázi Scopus

2-s2.0-85129049466