The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
권호 표지
DOI QR코드

DOI QR Code

Effects of Using Gamification-Based Quiz on Recalling Formulaic Sequences

게이미피케이션 기반의 퀴즈 활동이 정형화 배열 회상에 미치는 영향

  • Lee, Ji-Hyun (College of General Education, Kookmin University)
  • Received : 2022.10.31
  • Accepted : 2022.11.09
  • Published : 2022.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to investigate the effect of an educational gamification-based quiz on the recall of formulaic sequences (FS). The experiment involved 87 freshmen enrolled in general English classes at a university in Seoul. As material, EFL textbooks based on content from popular franchises, such as the Marvel Cinematic Universe, Twilight, and Harry Potter, were used. The experiment was carried out as follows: first, vocabulary learning, second, reading comprehension, and third, writing. The fourth activity proceeded differently in two groups. The experimental group used gamification-based quiz to practice FS, whereas the comparison group summarized the reading. FS was evaluated using meaning recall and form recall. Consequently, no difference was found between the groups on meaning recall tests of FS, but the experimental group had a significantly higher average score than the comparison group on the post-test on the form recall of FS.

본 연구는 게이미피케이션 기반의 퀴즈 활동이 정형화 배열의 회상에 미치는 영향을 알아보는 것을 목적으로 한다. 서울 소재 대학의 교양 영어 수업을 듣는 신입생 87명을 대상으로 실험을 진행하였다. 교재는 Marvel Cinematic Universe과 Twilight 및 Harry Potter 등 유명 프랜차이즈의 내용을 소재로 하는 EFL 교재를 이용하였다. 실험은 어휘 학습, 독해하기, 작문하기 순서로 진행하였다. 네 번째 활동은 두 집단에서 다르게 진행하였다. 실험집단은 게이미피케이션 기반의 퀴즈를 이용하여 정형화 배열을 연습하는 활동을 하였고, 비교집단은 독해한 내용을 요약하는 활동을 하였다. 평가는 정형화 배열 의미 회상과 형태 회상으로 나누어 실시하였다. 평가 결과, 정형화 배열 의미 회상 평가에서는 집단 간의 차이가 없었으나 사후 정형화 배열의 형태 회상 평가에서 실험집단이 비교집단에 비해 높은 점수를 나타냈고 이는 유의미한 차이로 나타났다.

Keywords

References

  1. A. Wray, Formulaic Language and the lexicon, Cambridge University Press. 2002.
  2. J. Lee, "Using word combinations to develop writing ability: Based on business English. Journal of Learner-Centered Curriculum and Instruction," Vol. 19, No. 22, pp. 533-553. 2019. https://doi.org/10.22251/jlcci.2019.19.22.533
  3. N. Schmitt, Researching vocabulary: A vocabulary research manual, Palgrave Macmillan. 2010.
  4. C. Roever, "What learners get for free: Learning of routine formulae in ESL and EFL environments," ELT Journal, Vol. 66, No. 1, pp. 10-21. 2012. https://doi.org/10.1093/elt/ccq090
  5. J. Lee, "Memorizing word combinations through double translation: With reference to Forrest Gump," STEM Journal, Vol. 17, No. 1, pp. 97-115. 2016. https://doi.org/10.16875/stem.2016.17.1.97
  6. J. Lee, "A model for learning formulaic sequences to develop output ability. Secondary English Education," Vol. 12, No. 1, pp. 201-222. 2019. https://doi.org/10.20487/kasee.12.1.201902.201
  7. F. Boers and S. Lindstromberg, Optimizing a lexical approach to instructed second language acquisition, Palgrave Macmillan. 2009.
  8. G. Choi, M. Lee, S. Kim, J. Chang and M. Kim, "Application of gamification elements in design thinking process-based Education," Journal of Korea Game Society, Vol. 22, No. 2, pp. 105-116. 2022. https://doi.org/10.7583/JKGS.2022.22.2.105
  9. S. Deterding, D. Dixon, R. Khaled and L. Nacke, "From game design elements to gamefulness: Defining gamification," Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9-15, 2011. https://doi.org/10.1145/2181037.2181040
  10. S. Y. Lee, J. H. Park and J. H. Choi, "Psychological effects of gamification on young learners: Focusing on a serious game for English phoneme discrimination," Journal of Korea Game Society, Vol. 19, No. 2, pp. 111-122. 2019. https://doi.org/10.7583/JKGS.2019.19.2.111
  11. B. M. Sung and H. J. Kim, "Effects of gamification-based K-MOOC courses on adult learners' affective domains," Studies in Foreign Language Education, Vol. 36, No. 2, pp. 67-92. 2022. https://doi.org/10.16933/sfle.2022.36.2.67
  12. R. Garris, R. Ahlers and J. E. Driskell, "Games, motivation, and learning: A research and practice model," Stimulation & Gaming, Vol. 33, No. 4, pp. 441-467, 2002. https://doi.org/10.1177/1046878102238607
  13. K. M. Kapp, The gamification of learning and instruction: Game-based methods and strategies for training and education, Pfeiffer. 2012.
  14. J. L. Plass, B. D. Homer and C. K. Kinzer, "Foundations of Game-based learning. Educational Psychologist," Vol. 50, No. 4, pp. 258-283. 2015. https://doi.org/10.1080/00461520.2015.1122533
  15. M. Prensky, Digital game-based learning, Paragon House. 2007.
  16. M. L. Ahn, J. Yeom, S. Y. Kim and J. Jung, "A systematic literature review of game-based learning and educational gamification design research trends in Korea," Journal of Korean Association for Educational Information and Media, Vol. 26, No. 3, pp. 425-454. 2020. https://doi.org/10.15833/KAFEIAM.26.3.425
  17. R. Brewer, L. Anthony, Q. Brown, G. Irwin, J. Nias and B. Tate, "Using gamification to motivate children to complete empirical studies in lab environments," In Proceedings of the 12th International Conference on Interaction Design and Children, pp. 388-391. 2013.
  18. H. Lee and Y. Y. Doh, "A study on enhancing emotional engagement in learning situation: Based on development case of English learning serious game 'Word Collectrian'," Journal of Korea Game Society, Vol. 12, No. 6, pp. 95-106, 2012. https://doi.org/10.7583/JKGS.2012.12.6.95
  19. S. Lee, "The effects of gamification-based artificial intelligence chatbot activities on elementary English learners' speaking performance and affective domains," Primary English Education, Vol. 25, No. 3, pp. 75-98. 2019. https://doi.org/10.25231/pee.2019.25.3.75
  20. J. F. Choi, "Gamification in smart learning design to enhance speaking skills for EFL young learners," Journal of Korea Game Society, Vol. 16, No. 3, pp. 7-16. 2016. https://doi.org/10.7583/JKGS.2016.16.3.7
  21. J. Park and S. Shin, "Effects of the smartphone game types on vocabulary learning and the attitude of Korean college students," Foreign Language Education, Vol. 21, No. 4, pp. 149-172. 2014. https://doi.org/10.15334/FLE.2014.21.4.149
  22. S. Son, "Effects of using mobile-based vocabulary game activities on Korean middle school students' vocabulary learning and attitude," Multimedia-Assisted Language Learning, Vol. 21, No. 2, pp. 104-133. 2018. http://doi.org/10.15702/mall.2018.21.2.104
  23. S. Jin, "The effects of digital virtual reality game-based language learning on English language learners' development of vocabulary and cultural knowledge and affective attitudes," Journal of English Teaching through Movies and Media, Vol. 22, No. 2, pp. 78-94. 2021. https://doi.org/10.16875/stem.2021.22.3.78
  24. J. Lee, "Effects of reading aloud on international students' English formulaic sequences learning," The Journal of the Convergence on Culture Technology, Vol. 8, No. 1, pp. 341-348. 2022. https://doi.org/10.17703/JCCT.2022.8.1.341
  25. S. Webb, "Receptive and productive vocabulary learning," Studies in Second Language Acquisition, Vol. 27, No. 1, pp. 33-52. 2005. https://doi.org/10.1017/S0272263105050023