The Summary Journal 13

The Effect of a Mobile Gamification App on Elementary Student’s Spanish Achievement and Self-Efficacy

Computer Assisted Language Learning, 2017

By Jason R. Rachel and Amanda J. Rockingson-Szapkiw

Calvary Christian Academy, Fort Lauderdale, FL, USA and University of Memphis, Memphis, TN, USA

Foreign language literacy is of great value to national security, economic growth, and international relations (Lacorte, 2013; Pufahl & Rhodes, 2011). Students who start foreign language study before the age of 12 can attain higher levels of foreign language proficiency than students who start later than 12 (Abrahamsson & Hyltenstam, 2009), yet the United States has placed a low priority on the amount of time and resources devoted to foreign language study in elementary schools. Math, language arts, and science programs received greater scrutiny under programs like the No Child Left Behind Act (2001), and schools have invested their resources accordingly (Taylor & Lafayette, 2010).

The purpose of this study is to determine the effectiveness of a mobile gamification application for Spanish instruction in comparison to face-to-face foreign language instruction. The mobile gamification application used in this study is Duolingo®, an application that integrates adaptive learning and gamifi- cation for teaching Spanish. Two research questions were examined: (1) What is the effect of a foreign language mobile gamification application on elementary students’ Spanish language achievement, while controlling for a Spanish language achievement pretest? (2) Does elementary students’ academic selfefficacy differ based on the type of foreign language instruction provided (i.e. traditional vs. a foreign language mobile gamification application), while controlling for an academic self-efficacy pretest?

Quantitative study examined the effect of a mobile gamification application on Spanish language achievement and student self-efficacy for elementary students. More specifically, quasi-experimental, pretest-posttest non equivalent control group design was used to compare elementary school students’ language achievement and student academic self-efficacy when participating in Spanish language instruction using only Duolingo versus traditional face-to-face classroom Spanish instruction.

The participants in this study were a convenience sample of third and fourth grade (N = 187) student from private school in South Florida. However, not all student data was included in the study. The Foreign Language in Elementary School (FLES) program at the site school consists of a once-per-week, 40 minute Spanish class.

The results of the study are consistent with other research that has examined Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL). For example, Peterson (2010) found no difference in achievement when he compared high school students, participating in e-tutor software, like Duolingo, and face-to-face instruction. In a meta-analysis of e-tutor systems, Cerezo, Baralt, Suh, and Leow (2014) concluded that face-to-face versus CALL often produce similar learning outcomes. Similarly, Grgurovic, Chapelle, and Shelley (2013), in their meta-analysis of computer technology-supported language learning, concluded that students using computer technology supported language learning performed similarly or outperformed those using traditional instruction. Research consistently shows MALL and CALL producing similar positive results (Foomani & Hedayati, 2016; Sato, Murase & Burden, 2015; Shi, Luo & He, 2017).

Findings of this research on self-efficacy are similar to previous research and theory. Previous research has established an association between computer-facilitated language learning and self-efficacy (Chang, 2005; Zheng, Young, Brewer, & Wagner, 2009). Moreover, Bandura (1982), in his social cognitive theory (Bandura, 1982), suggested that (1) mastery experiences, (2) vicarious experiences, (3) social persuasion, and (4) physiological and emotional states, elements found in mobile gamification apps, influence self-efficacy in a positive manner.

The Summary Journal 12

The M-Learning Experience of Language Learners in Informal Settings

13th International Conference Mobile Learning 2017

By Emine Şendurur, Esra Efendioğlu, Neslihan Yondemir Çalışkan, Nomin Boldbaatar, Emine Kandin and Sevinç Namazli

Ondokuz Mayis University, Turkey  and Turkish Ministry of National Education, Turkey

In this study, the researchers are going to explore the m-learning experiences of Duolingo users. It is a very popular application having 50 million users and has versions in different languages. There are studies including many MALL, but this study is designed to have insights of user experiences in a specific MALL. The following research questions will be utilized: (RQ-1) Why do the participants prefer m-learning applications?; (RQ-2) What are the user experiences of Duolingo m-learning application?

The design in this study used a single case-study (Yin, 2009).  The researchers deliberately choose a group of adult language learners having m-learning experience on Duolingo mobile application. 18 users were invited for interviews. They use at least one language learning application in addition to other apps. The mostly studied language is English (N=13), then German (N=4), Spanish (N=3), and finally Italian (N=1). Their occupations of participants were: student (N=4), teacher (N=4), engineer (N=2), accountant (N=2), civil servant (N=2), ship-broker (N=2), interpreter (N=1), and graphic designer (N=1). The data collection is through semi-structured individual interviews lasting about 10-15 minutes.

In user experience, effective and efficient use of the app is very important in addition to the satisfaction. If people perceive the ease of use then the frequency and the probability of the good experience may occur (Hsia, 2016). The majority of the participants were very positive about the interface and the overall experience. Duolingo supports multiple types of practices ranging from vocabulary to pronunciation. Such a rich environment can increase the flow of the usage. Gikas and Grant (2013) suggest that the quick access, situated learning, and various learning options are the advantageous parts of m-learning. Practicing vocabulary, grammar, speaking, and listening with repetition were seen crucial according to the participants. Duolingo offers an extensive series of practice, which may appeal the users, so that they continue to use it. Such apps can be used not only informally out of the school, but also during the formal learning period to support the user (Steel & Levy, 2013). Although the aim of the notifications is to encourage users to log in the system, for some participants those notifications were the main reasons why they leave the system eventually. At this point, the designers should carefully analyze the needs of the stakeholders (Stockwell & Hubbard, 2013). Recently, adaptive learning environments are on the spot. For such popular m-learning apps, adaptive features should be embedded in the future.

The Summary Journal 11

Opportunities and Challenges Faced by Private Higher Education Institution Using the TPACK Model in Malaysia

Procedia - Social and Behavioral Sciences 91 ( 2013 ) 294 – 305

By Lau Teng Lye

INTI International University of Malaysia

The important of ICT in educational system has become a policy choice in public and private educational development. This is due to the conventional or traditional teaching and learning approaches are not able to cope with the high demand for education. The institution group online teaching and learning training program has helping 90% of the staff in each branch to effectively integrate up-to-date (ICT) into teaching and learning processes. Since year 2010, all of the academic staff must undertake at least one module of the online teaching and learning training modules in whole year academic year. This policy was making compulsory to academic staff for improving their teaching and learning skills in this advanced technology age.

The Technological, Pedagogical and Content Knowledge (TPACK) model, focuses on the challenges of integrating ICT in teaching and learning by the instructor or academic staff. The TPACK model addressed on how the academic staff knowledge on integrated the technology in their teaching and learning environment. The academic staff basic natures of knowledge or elements are included in the form of pedagogy, content and technology knowledge. At the centre or heart of the TPACK model is the complex intersection of these primary form of academic staff basic nature of knowledge.

In this research study will examines the opportunities and challenges faced by one of the private higher education institution group in Malaysia that implementing the Technological, Pedagogical, and Content Knowledge (TPACK) model in their teaching and learning processes. The questionnaire survey designs based on the TPACK model specifications, used to identify the aspects of technology knowledge, pedagogical knowledge and the content knowledge of the respondents of the research. There are 39 respondents in this research that is 19 academic staff that from technology faculty and 20 from the non-technology faculty.  

The researcher concluded that there are still having rooms for improvement in private higher educational institution on ICT based educational system. Most of the academic staff only achieved an average level (3.9 out of 7) of integrating ICT in their teaching and learning processes. The top management of this private higher education institution should reconsider to intensify the support in terms of technological, pedagogical and content knowledge aspects in academic staff teaching and learning skills. Another evidences that showed the academic staff was not utilize the ICT in their teaching and learning environment was 80% (30 out of 39) of the staff were undertaken the online training modules.

The average scored might due to the challenges feedback (open ended question) by the academic staff in teaching and learning environment such as time consuming to design the instructional or teaching materials using the ICT tools, do not have time to look for instructional materials, heavy loaded with the teaching loads, poor technical support and facilities. In order to improve the integration of ICT in teaching and learning processes, the academic directors have to improve the TK, CK, PK aspects of the academic staff. At the same time, there were needs for resolving the challenges faced by the academic staff in this private higher education institution group.

The Summary Journal 10

Educational Website Design Process: Changes in TPACK Competencies and Experience

 International Journal of Progressive Education, Volume 14 Number 1, 2018

 By Nezih Önal & Ecenaz Alemdağ

 Nigde Omer Halisdemir University & Middle East Technical University

Professional teaching courses that are taught at the faculties of education play an important role in pre-service teachers being able to integrate the education with information and communication technologies (ICT). One of the most important courses preparing pre-service teachers for the technological integration in Turkey is the Instructional Technology and Material Design (ITMD). The content of the course includes concepts about instructional technology, planning and implementing the proper technology, features of different instructional technologies and developing materials by using these technologies, and examining and evaluating the visual design principles and educational software (the Council of Higher Education, 2007). The vision set by the Ministry of National Education (2013) regarding the information technology in the Turkish educational system emphasizes the importance of this course on preparing prospective teachers for technology-integrated lessons.

The purpose of this research is to reveal the possible changes in the TPACK competencies of pre-service teachers in the process of designing an educational website within the scope of a course based on the TPACK model and the learning by design approach. This study also aims at reveal pre-service teachers' experiences in the design process. The design of the research is embedded mixed design wish is one of the mixed research methods. The research conducted with 28 pre-service teachers who were selected with the convenience sampling method and who registered in the Instructional Technology and Material Design (ITMD) course at the Department of Computer Education and Instructional Technology (CEIT) in a Turkish state university.

The researcher concluded that the learning by design approach brings pre-service teachers’ TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers’ schemes regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for pre-service teachers in the design process. finally, the findings ware interpreted within the framework of TPACK and the learning by design approach and recommendations were made for futire practices and studies.