Vocabulary is crucial for mastering English as a Foreign Language (EFL) skills. Digital Game-Based Learning (DGBL) platforms like Wordwall can enhance active learning by providing multiple-choice... Show More

Vocabulary is crucial for mastering English as a Foreign Language (EFL) skills. Digital Game-Based Learning (DGBL) platforms like Wordwall can enhance active learning by providing multiple-choice, missing, and matching words. The current study aimed to addresses the impact of the Wordwall platform on EFL learners in Saudi Arabia. This study utilized a quasi-experimental design to investigate the use of Wordwall technology in English as a Foreign Language (EFL) teaching. Two EFL teachers were divided into experimental and control groups, with 60 students aged 16-17 in first secondary schools. The experimental group used Wordwall to enhance vocabulary learning, while the control group used traditional methods. The studyer used SPSS to analyze data and compare experimental and controlled groups. The results showed significant variations in mean scores between the pre- and post-test phases.

Playing video games engages children and youth and offers a potential for learning in general and situated language learning in particular. The aim of this paper is to explore the situated... Show More

Playing video games engages children and youth and offers a potential for learning in general and situated language learning in particular. The aim of this paper is to explore the situated conditions and affordances for facilitating in-game interaction, as well as to discuss the language learning potential and educational implications of these conditions. In this paper, this is discussed through two datasets: a) a pre-study, a survey among students in grades 4–7 (n = 65), as well as b) playtests with child volunteers (n = 6), conducted in pairs in a laboratory setting. The results are discussed in relation to interactional practices, what game genres and mechanics are relevant to tandem language learning and the implications that in-game competence might have on such learning.

Taiwanese students learn Chinese from 3 years old using Bopomofo (Zhuyin Fuhao), but they still struggle with spelling and reading, even in middle school. Thus, we guided students still struggling... Show More

Taiwanese students learn Chinese from 3 years old using Bopomofo (Zhuyin Fuhao), but they still struggle with spelling and reading, even in middle school. Thus, we guided students still struggling to read Chinese text to use their logical skills and creativity to incorporate the Bopomofo phonetic alphabet into the Rummikub strategy board game. Over six weeks of tutoring, the students shifted from a passive to an active learning attitude, enhancing their enthusiasm for learning. The Zhuyin Fuhao Rummikub board game developed by them received positive feedback in several areas: game experience (4.42/5), self-assessment of learning outcomes (4.31/5), clarity of rules (4.52/5), and learning motivation (3.85/5 and 3.79/5). These results indicate that the board game is highly effective and well-received, underscoring its value in Chinese language learning and teaching. In conclusion, this teaching module can benefit students, educators, and parents. Educators can use this game-based design to inspire the creation of more engaging instructional content.

This qualitative case study aims to enhance the acceptance and adoption of gamification in higher education, focusing on the American University of Bahrain (AUBH) as a unique context. Grounded in... Show More

This qualitative case study aims to enhance the acceptance and adoption of gamification in higher education, focusing on the American University of Bahrain (AUBH) as a unique context. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), this research investigates the integration of gamification in AUBH and its influencing factors. The study employs a purposeful sample of twelve top management and influential faculty members as participants, and utilizes semi-structured interviews to collect data. Thematic analysis of the interview data is conducted, focusing on UTAUT constructs. The findings of this study are expected to contribute to a deeper understanding of gamification adoption in Bahrain's higher education, shedding light on performance expectancy, effort expectancy, social influence, and facilitating conditions. Ultimately, this research intends to inform educational policymakers and practitioners, enriching the literature on educational innovation and technology acceptance within similar contexts.

The teacher's role in student motivation, and the strategies they employ to enhance their learners desire to study, has long be seen as an essential component of learning in the second language... Show More

The teacher's role in student motivation, and the strategies they employ to enhance their learners desire to study, has long be seen as an essential component of learning in the second language English classroom. This study has sought to explore the motivational impact of the teachers' use of the game-based response system Kahoot within an English foundation course at a university in Oman. This paper reports the findings of a questionnaire and participants perceptions on the motivational impact of playing a Kahoot in their English classroom, in addition to the opinions of students who took part in more in-depth interviews. These findings provided significant evidence that many participants felt overwhelmingly positive towards the use of Kahoot and that they perceived the use of gamification tools as motivational. The competitive element of this game emerged as being central to this perceived motivation, as well as the belief that it offered a break from the normal methods of instruction many participants had previously received in Oman, among many other factors.