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

机译：移动游戏化应用程序对小学生的西班牙成就和自我效能感的影响

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摘要

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 language instruction was through the use of Duolingo (R), a computer and mobile app that uses gamification and adaptive learning technology to teach foreign languages. Students in the control group received their regularly scheduled English L1/Spanish L2 class learning activities. The study was 12 weeks in duration. Students were assessed with a 50-question, multiple-choice English to Spanish and Spanish to English pretest covering vocabulary and grammar to control for prior Spanish language achievement. Students were assessed with the Pattern of Adaptive Learning Scales' (PALS) Academic Efficacy subscale to control for prior academic self-efficacy. The same two instruments were used as posttests. An analysis of covariance showed no significant difference in students' Spanish achievement or in academic self-efficacy between students who used Duolingo (R) and students who were taught with traditional face-to-face instruction. This demonstrates that Duolingo (R) is a useful tool for teaching Spanish to elementary students.
机译：采用准实验，前测后测，非等效对照组设计，研究了移动游戏化应用程序对三年级和四年级学生的西班牙语成绩和学生学术自我效能的影响。在这项研究中，治疗组的西班牙语教学是通过使用Duolingo（R），Duolingo（R），一种计算机和移动应用程序，它使用游戏化和自适应学习技术来教授外语。对照组的学生接受了定期安排的英语L1 /西班牙语L2课堂学习活动。该研究持续了12周。对学生进行了50个问题的选择题英语到西班牙语和西班牙语到英语的预测，包括词汇和语法，以控制先前的西班牙语成绩。使用适应性学习量表模式（PALS）学术效能量表对学生进行评估，以控制先前的学术自我效能感。相同的两种工具被用作后测。协方差分析表明，在使用Duolingo（R）的学生和接受传统面对面教学的学生之间，西班牙学生的成绩或学术自我效能方面没有显着差异。这表明Duolingo（R）是向小学生教授西班牙语的有用工具。

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