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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| Published in: | Journal of computer assisted learning Vol. 41; no. 6 |
|---|---|
| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
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Chichester, UK
John Wiley & Sons, Inc
01.12.2025
Wiley Subscription Services, Inc |
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| ISSN: | 0266-4909, 1365-2729 |
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| Abstract | 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. |
|---|---|
| AbstractList | 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. 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. |
| Author | Hsieh, Shu‐Fang Hwang, Gwo‐Jen |
| Author_xml | – sequence: 1 givenname: Shu‐Fang surname: Hsieh fullname: Hsieh, Shu‐Fang organization: National Taichung University of Education – sequence: 2 givenname: Gwo‐Jen orcidid: 0000-0001-5155-276X surname: Hwang fullname: Hwang, Gwo‐Jen email: gjhwang.academic@gmail.com organization: Yuan Ze University |
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| Notes | 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’. ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
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| PublicationPlace | Chichester, UK |
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While both Content and Language Integrated Learning (CLIL) and Digital Game‐Based Learning (DGBL) are widely recognised as effective... Background While both Content and Language Integrated Learning (CLIL) and Digital Game‐Based Learning (DGBL) are widely recognised as effective methods to... |
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| SubjectTerms | 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 |
| Title | Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence From Students' Learning Achievements, Perceptions and Behavioural Patterns |
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