Effect of Digital Badges on English Learning Performance and Self-Efficacy in a Digital Game-Based English Learning Environment

• Main Authors: Tung-Yang Huang, 黃東陽
• Other Authors: Jie Chi Yang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/11240493708676640724

碩士 === 國立中央大學 === 網路學習科技研究所 === 102 === This research investigated how digital game-based learning enhanced to ones’ self-efficacy in the subject domain of English as a foreign language (EFL) learning. The great value of applying digital games in education has been highlighted; however, a small number of studies investigated how one’s self-efficacy enhanced in the English learning context. Digital badge which is one of the most important characteristics of digital game, can guide learner's behavior, providing them learning goals and positive feedback. Such features might affect learner’s self-efficacy. This study designed a digital game-based English learning environment including digital badge, leaderboard and a star achievement practice question mechanisms. These features are related with mastery and vicarious experience. A quasi-experimental design was implemented. A total of 50 third grade elementary school students participated in this study. This study investigated if learner received the number of digital badges, the leaderboard check times and star achievement question practice times could improve their English learning outcome and self-efficacy. Interview were conducted to observe the learners’ experiences. The results show that the digital game improved learners' English learning performance and self-efficacy. In addition, received digital badges affects learning performance and self-efficacy where leaderboard check times and star achievement question practice times affects learnings' self-efficacy. This study found that learners have different attitude towards following their peer's ranking. Discussions and conclusions are also presented.