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

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...

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Veröffentlicht in:	Computer assisted language learning Jg. 31; H. 1-2; S. 72 - 89
Hauptverfasser:	Rachels, Jason R., Rockinson-Szapkiw, Amanda J.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Oxford Routledge 02.01.2018 Taylor & Francis Taylor & Francis Ltd
Schlagworte:	Academic achievement Achievement Gains Adaptive control Adaptive learning Analysis of covariance applications in subject areas Applications programs CAI 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 English language Experimental Groups FLES Foreign languages Gamification Grade 3 Grade 4 Grammar improving classroom teaching intelligent tutoring systems interactive learning environments Intermediate Grades Language instruction Languages Learning Learning Activities Mobile computing Multiple choice Multiple Choice Tests Pretests Posttests Quasi-experimental methods 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 Teaching Methods Telecommunications Vocabulary Vocabulary Development Florida
ISSN:	0958-8221, 1744-3210
Online-Zugang:	Volltext
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