Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence From Students' Learning Achievements, Perceptions and Behavioural Patterns

ABSTRACT Background While both Content and Language Integrated Learning (CLIL) and Digital Game‐Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's b...

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Bibliographic Details
Published in:Journal of computer assisted learning Vol. 41; no. 6
Main Authors: Hsieh, Shu‐Fang, Hwang, Gwo‐Jen
Format: Journal Article
Language:English
Published: Chichester, UK John Wiley & Sons, Inc 01.12.2025
Wiley Subscription Services, Inc
Subjects:
Anxiety
Behavior Patterns
behaviour sequence analysis
Bilingual education
bilingual science education
Bilingualism
Computer & video games
Concept mapping
concept maps
Content and language integrated learning
content and language integrated learning (CLIL)
Design of experiments
digital game‐based learning (DGBL)
Digital mapping
Education
Educational Games
Educational objectives
Elementary education
Elementary School Students
Elementary Schools
Embedding
Game Based Learning
Gamification
Integrated Activities
Learning
Learning Activities
Learning environment
Learning outcomes
Learning Processes
Memory
Motivation
Outcomes of Education
Overloading
Psychological Patterns
Research design
Science Achievement
Science Instruction
Sequential analysis
Student Motivation
Students
triangulated evidence
Video Games
Taiwan
ISSN:0266-4909, 1365-2729
Online Access:Get full text
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Summary:ABSTRACT Background While both Content and Language Integrated Learning (CLIL) and Digital Game‐Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual education context, where integrating English into subject teaching is a national priority, finding effective instructional models remains a critical issue. To address this, the present study introduces the Concept Map‐Facilitated Content and Language Integrated Digital Gaming (CM‐CLDG) model, aiming to enhance bilingual science learning for elementary students by embedding concept mapping into a digital role‐playing game. Objective Although DGBL has demonstrated potential to increase motivation and engagement, prior studies suggest that without structured guidance, learning outcomes may vary. The CM‐CLDG model was designed to scaffold knowledge construction and reduce cognitive overload by integrating concept maps directly into the gaming tasks. This study aims to evaluate the effects of the CM‐CLDG approach on students' English and science learning achievements, motivation, flow experience, anxiety and behavioural patterns. Method A quasi‐experimental design was adopted with 78 sixth‐grade students from an elementary school in central Taiwan. Participants were divided into the CM‐CLDG group and the conventional CLIL gaming (C‐CLDG) group. Pre‐ and posttests, questionnaires, behavioural log analyses and interviews were conducted to collect triangulated data. Learning behaviours were examined using sequential analysis via GSEQ. Results and Conclusions The CM‐CLDG group significantly outperformed the C‐CLDG group in both English and science achievements. Although no significant differences were found in motivation or anxiety, the C‐CLDG group experienced greater flow. Behavioural analysis revealed that the CM‐CLDG group exhibited more reflective, structured and strategic learning patterns. Interview findings supported these results, highlighting better memory retention and self‐directed learning in the CM‐CLDG group. These findings confirm that concept maps, when embedded in digital gameplay, can enhance bilingual learning outcomes and support more effective learning behaviours in CLIL‐based educational games.
Bibliography:Funding
This study was supported in part by the National Science and Technology Council of Taiwan (NSTC 112‐2410‐H‐011‐012‐MY3, NSTC 113‐2410‐H‐142‐004‐MY3) and the ‘Empower Vocational Education Research Center’.
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ISSN:0266-4909
1365-2729
DOI:10.1111/jcal.70136