The effects of a mobile gamification app on elementary students' Spanish achievement and self-efficacy

• Published in: Computer assisted language learning Vol. 31; no. 1-2; pp. 72 - 89
• Main Authors: Rachels, Jason R., Rockinson-Szapkiw, Amanda J.
• Format: Journal Article
• Language: English
• Published: Oxford Routledge 02.01.2018; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Academic achievement; Achievement Gains; Adaptive control; Adaptive learning; applications in subject areas; Applications programs; Comparative Analysis; Computer Assisted Instruction; Computer assisted language learning; Computer Games; Computer Software; Control equipment; Control Groups; Covariance; Educational activities; Effectiveness; Elementary education; Elementary School Students; Experimental Groups; FLES; Foreign languages; Gamification; Grade 3; Grade 4; Grammar; improving classroom teaching; intelligent tutoring systems; interactive learning environments; Intermediate Grades; Language instruction; Learning; Learning Activities; Mobile computing; Multiple choice; Multiple Choice Tests; Pretests Posttests; Quasiexperimental Design; Scaffolding (Teaching Technique); Second Language Instruction; Second Language Learning; Self Efficacy; Sociocultural Patterns; Software; Spanish; Spanish as a second language instruction; Spanish as a second language learning; Spanish language; Statistical Analysis; Students; Surveys; Teaching Methods; Telecommunications; Vocabulary Development; Florida

A quasi-experimental, pretest-posttest, non-equivalent control group design was used to examine the effect of a mobile gamification application on third and fourth grade students' Spanish language achievement and student academic self-efficacy. In this study, the treatment group's Spanish...