The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistence
Scholars indicated that learners who are strategic with their language learning (e.g., self-regulated learning (SRL), cognitive and meta-cognitive strategies) tend to be more efficient, resourceful, and flexible, and thus have better language learning outcomes (Oxford, 2016; Heo et al., 2012; Plons...
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| Language: | English |
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Online Learning Consortium
2024-12-01
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| Series: | Online Learning |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/4592 |
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| author | Qian Xu Jennifer Richardson |
| author_facet | Qian Xu Jennifer Richardson |
| author_sort | Qian Xu |
| collection | DOAJ |
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Scholars indicated that learners who are strategic with their language learning (e.g., self-regulated learning (SRL), cognitive and meta-cognitive strategies) tend to be more efficient, resourceful, and flexible, and thus have better language learning outcomes (Oxford, 2016; Heo et al., 2012; Plonsky, 2011). Besides focusing on knowledge, language learners, as L2 teachers already do, need to prepare themselves with self-regulated learning skills, so they can achieve the target language learning outcomes. This study selected Shanbay Danci (SBDC), a popular mobile vocabulary application (Wang, 2020, Su & Su, 2015), as the intervention. SBDC allows learners to share not only information about their goals but also badges (a gamification feature) demonstrating their learning outcomes. To explore the impacts of the badge-sharing feature on learners’ perceived self-regulation level, vocabulary learning persistence, and self-regulated learning experiences, a total of 77 undergraduates, who were enrolled in College English courses at a Chinese institution, participated in the study. Results showed participants in the badge-sharing group (experimental) tended to have significantly higher SRL levels (e.g., better management of time and the learning environment, being more strategic in completing tasks, selecting an appropriate learning environment, setting learning goals, and self-evaluating their learning progress) than those in the control group who were not enrolled in any badge sharing group. Moreover, those in the badge-sharing group demonstrated higher persistence in learning vocabulary, with a completion rate of 70%, versus 56% in the control group. Qualitative results indicated that badge sharing enhanced learners’ self and shared regulation capacity in the process of learning vocabulary.
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| format | Article |
| id | doaj-art-9945f292c1c6419891917da4f20cfe35 |
| institution | Kabale University |
| issn | 2472-5749 2472-5730 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Online Learning Consortium |
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| series | Online Learning |
| spelling | doaj-art-9945f292c1c6419891917da4f20cfe352024-12-10T15:06:26ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302024-12-0128410.24059/olj.v28i4.4592The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistenceQian XuJennifer Richardson0https://orcid.org/0000-0001-7534-1406Purdue University Scholars indicated that learners who are strategic with their language learning (e.g., self-regulated learning (SRL), cognitive and meta-cognitive strategies) tend to be more efficient, resourceful, and flexible, and thus have better language learning outcomes (Oxford, 2016; Heo et al., 2012; Plonsky, 2011). Besides focusing on knowledge, language learners, as L2 teachers already do, need to prepare themselves with self-regulated learning skills, so they can achieve the target language learning outcomes. This study selected Shanbay Danci (SBDC), a popular mobile vocabulary application (Wang, 2020, Su & Su, 2015), as the intervention. SBDC allows learners to share not only information about their goals but also badges (a gamification feature) demonstrating their learning outcomes. To explore the impacts of the badge-sharing feature on learners’ perceived self-regulation level, vocabulary learning persistence, and self-regulated learning experiences, a total of 77 undergraduates, who were enrolled in College English courses at a Chinese institution, participated in the study. Results showed participants in the badge-sharing group (experimental) tended to have significantly higher SRL levels (e.g., better management of time and the learning environment, being more strategic in completing tasks, selecting an appropriate learning environment, setting learning goals, and self-evaluating their learning progress) than those in the control group who were not enrolled in any badge sharing group. Moreover, those in the badge-sharing group demonstrated higher persistence in learning vocabulary, with a completion rate of 70%, versus 56% in the control group. Qualitative results indicated that badge sharing enhanced learners’ self and shared regulation capacity in the process of learning vocabulary. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/4592 |
| spellingShingle | Qian Xu Jennifer Richardson The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistence Online Learning |
| title | The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistence |
| title_full | The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistence |
| title_fullStr | The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistence |
| title_full_unstemmed | The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistence |
| title_short | The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistence |
| title_sort | impact of social media and gamification of a mobile vocabulary learning app self regulation and learning persistence |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/4592 |
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