TY - JOUR
T1 - Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment
AU - Yang, Jie Chi
AU - Quadir, Benazir
AU - Chen, Nian Shing
N1 - Publisher Copyright:
© 2016 The Author(s).
PY - 2015/6
Y1 - 2015/6
N2 - A growing number of studies have been conducted on digital game-based learning (DGBL). However, there has been a lack of attention paid to individuals' self-efficacy and learning performance in the implementation of DGBL. This study therefore investigated how the badge mechanism in DGBL enhanced users' self-efficacy in the subject domain of English as a foreign language. In the study, a digital game-based English learning environment was designed with a badge mechanism including digital badges, leaderboard ranking, and learning practice with star icons. A quasi-experimental design was implemented. A total of 50 third-grade elementary school students participated in this study. Hypotheses were tested, and data were analyzed using paired sample t tests, multiple regression analyses, linear regression analyses, and logistic regression analyses. The results show that the badge mechanism had a significant positive influence on the learners' self-efficacy and English learning performance. The study also investigated how self-efficacy could affect English learning performance, with the results revealing that it had a significant positive influence on learning performance. In addition, a subsequent analysis showed that those students with higher self-efficacy performed better than those with lower self-efficacy.
AB - A growing number of studies have been conducted on digital game-based learning (DGBL). However, there has been a lack of attention paid to individuals' self-efficacy and learning performance in the implementation of DGBL. This study therefore investigated how the badge mechanism in DGBL enhanced users' self-efficacy in the subject domain of English as a foreign language. In the study, a digital game-based English learning environment was designed with a badge mechanism including digital badges, leaderboard ranking, and learning practice with star icons. A quasi-experimental design was implemented. A total of 50 third-grade elementary school students participated in this study. Hypotheses were tested, and data were analyzed using paired sample t tests, multiple regression analyses, linear regression analyses, and logistic regression analyses. The results show that the badge mechanism had a significant positive influence on the learners' self-efficacy and English learning performance. The study also investigated how self-efficacy could affect English learning performance, with the results revealing that it had a significant positive influence on learning performance. In addition, a subsequent analysis showed that those students with higher self-efficacy performed better than those with lower self-efficacy.
KW - English as a foreign language
KW - English learning performance
KW - digital badges
KW - digital game-based learning
KW - interactive learning environments
KW - self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=84966356732&partnerID=8YFLogxK
U2 - 10.1177/0735633115620433
DO - 10.1177/0735633115620433
M3 - 期刊論文
AN - SCOPUS:84966356732
SN - 0735-6331
VL - 54
SP - 371
EP - 394
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 3
ER -