Gamified mobile learning: effects on English learning in technical college students

Abstract

This study developed a realistic, interactive English blockade-running game that integrates virtual environments and mobile devices to conduct a collaborative and competitive contest to promote English learning among technical college students. In addition, it also explored students’ learning effectiveness, perception of peer collaboration, and the use of grouping strategies for collaborative learning. This study adopted a quasi-experimental design and separated 120 participants into four groups (Baseline, Smartphone, Collaborative Learning, and Smartphone + Collaborative Learning). The procedure included the pretest, English blockade-running contest, peer collaboration perception questionnaire, focus interview, and the posttest at the end of the semester. Our findings in terms of learning effectiveness, the Collaborative Learning Group and the Smartphone + Collaborative Learning Group exhibited significant improvements in their scores. In terms of peer collaboration, we also found that the Smartphone + Collaborative Learning Group reported increased perceptions of collaboration in Take Action and Group Organization dimensions when compared with the Collaborative Learning Group. Regarding grouping strategies for collaborative learning, the Smartphone + Collaborative Learning Group used smartphones to ensure continuous communication between team members during both individual and collaborative blockades. Team members performed their respective duties, jointly participated in the contest, and worked together to overcome the challenges of the different blockades. The implications and research limitations are also discussed in this paper.