Application-driven Educational Game to Assist Young Children in Learning English Vocabulary

• Published in: Educational Technology ＆ Society Vol. 21; no. 1; pp. 70 - 81
• Main Authors: Chen, Zhi-Hong, Lee, Shu-Yu
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology ＆ Society 01.01.2018; National Taiwan Normal University; International Forum of Educational Technology & Society
• Subjects: Child Role; Children; College Students; Computer & video games; Computer Assisted Instruction; Computer games; Computer supported collaborative learning; Computers; Control Groups; Data Analysis; Data visualization; Education; Educational aspects; Educational environment; Educational Games; Educational Technology; Electronic learning; Elementary School Students; Empirical analysis; English; English (Second Language); English language; Experimental Groups; Foreign Countries; Full Length Articles; Game Based Learning; Grade 4; Influence of Technology; Instructional Effectiveness; Instructional Improvement; Language Acquisition; Learning; Learning Activities; Learning Motivation; Learning Strategies; Learning Theories; Likert Scales; Machine learning; Metacognition; Methods; Online learning; Outcomes of Education; Physical Environment; Pretests Posttests; Psychological Patterns; Quasiexperimental Design; Rote Learning; Second Language Learning; Second Languages; Self Control; Statistical Analysis; Student Motivation; Student Participation; Study and teaching; Video Games; Visualization; Vocabulary; Vocabulary Development; Vocabulary skills; Young Children; Taiwan; Application-driven model; Children; Educational games; Vocabulary learning
• ISSN: 1176-3647; 1436-4522; 1436-4522

This paper describes the development of an educational game, named My-Pet-Shop, to enhance young children's learning of English vocabulary. The educational game is underpinned by an application-driven model, which consists of three components: application scenario, subject learning, and learning regulation. An empirical study is further conducted with 30 fourth-grade students to examine its influence on the aspects of performance, flow, self-regulation, and behavior related to learning. The results demonstrated that the system contributed to enhanced flow experience and better learning self-regulation when compared to using a quiz game system without the support of the application-driven model. In addition, behavior analysis revealed that the component of learning regulation played a critical role. Some implications about the application-driven model and its future development are also discussed.