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Effects of Anxiety Levels on Learning Performance and Gaming Performance in Digital Game-Based Learning

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Title: Effects of Anxiety Levels on Learning Performance and Gaming Performance in Digital Game-Based Learning
Language: English
Authors: Yang, J. C., Lin, M. Y. D., Chen, S. Y. (ORCID 0000-0002-3321-9362)
Source: Journal of Computer Assisted Learning. Jun 2018 34(3):324-334.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 11
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Anxiety, Computer Games, Computer Assisted Instruction, Quasiexperimental Design, Second Language Learning, Second Language Instruction, Correlation, English (Second Language), Elementary School Students, Speech Communication, Task Analysis, Listening Comprehension, Educational Benefits, Teaching Methods
DOI: 10.1111/jcal.12245
ISSN: 0266-4909
Abstract: Anxiety plays an influential role in foreign language learning. However, a lack of attention was paid to examining the effects of anxiety levels on learning performance and gaming performance in digital game-based learning. To this end, this study developed a game-based English learning system and investigated how different levels of anxiety affected learners' learning performance and gaming performance. A quasi-experiment was conducted in an elementary school. The results showed that high-anxiety learners performed worse than low-anxiety learners in speaking, word/sentence match, and overall learning performance. However, they performed similarly in listening performance. Moreover, the results showed that high- and low-anxiety learners demonstrated a similar level of gaming performance. A subsequent analysis showed that significant correlations existed between learning performance and gaming performance for learners with high anxiety whereas such positive correlations were rarely found for learners with low anxiety, indicating that high-anxiety learners' learning performance could be fostered by their gaming performance. The findings suggested that digital game-based learning was particularly beneficial to high-anxiety learners, whose gaming performance was a facilitative factor of their learning performance.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1177954
Database: ERIC
FullText Text:
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  Data: Effects of Anxiety Levels on Learning Performance and Gaming Performance in Digital Game-Based Learning
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Yang%2C+J%2E+C%2E%22">Yang, J. C.</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+M%2E+Y%2E+D%2E%22">Lin, M. Y. D.</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+S%2E+Y%2E%22">Chen, S. Y.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3321-9362">0000-0002-3321-9362</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Jun 2018 34(3):324-334.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: Y
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  Data: 11
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: 10.1111/jcal.12245
– Name: ISSN
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  Data: 0266-4909
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Anxiety plays an influential role in foreign language learning. However, a lack of attention was paid to examining the effects of anxiety levels on learning performance and gaming performance in digital game-based learning. To this end, this study developed a game-based English learning system and investigated how different levels of anxiety affected learners' learning performance and gaming performance. A quasi-experiment was conducted in an elementary school. The results showed that high-anxiety learners performed worse than low-anxiety learners in speaking, word/sentence match, and overall learning performance. However, they performed similarly in listening performance. Moreover, the results showed that high- and low-anxiety learners demonstrated a similar level of gaming performance. A subsequent analysis showed that significant correlations existed between learning performance and gaming performance for learners with high anxiety whereas such positive correlations were rarely found for learners with low anxiety, indicating that high-anxiety learners' learning performance could be fostered by their gaming performance. The findings suggested that digital game-based learning was particularly beneficial to high-anxiety learners, whose gaming performance was a facilitative factor of their learning performance.
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  Data: EJ1177954
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      – Text: English
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      – SubjectFull: Computer Games
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Speech Communication
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