Student views on gamified L2 acquisition: observation, survey and instructional implications

Абстракт

Изследването прилага смесен методологичен дизайн за идентифициране на студентските нагласи към игровизираното чуждоезиково обучение. Теоретичната рамка обединява мотивационна психология, теории на играта, подходи, ориентирани към зада чи и емоции, както и критическо системно мислене. Данните са събрани чрез теренни наблюдения, анализ на 50 игрови активности и анкета с 370 студенти. Експлоративният факторен анализ първоначално откроява две основни мотивационни ориентации: (1) към структурирани и възпроизвеждащи учебни форми и (2) към интерактивни, базирани на преживяване формати, включително игрови дейности. В по-фини модели с 3-8 фактора игровите дейности се обособяват в самостоятелна мотивационна ориентация. Тя показва слаби корелации с личностните характеристики, докато контекстуални фактори като ези­кова компетентност, формат на обучение и големина на групата се оказват по-силни де­терминанти. Изследователските констатации предоставят основа за гъвкави, ориентирани към студентите подходи.

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