Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation

By Tsung-Yu Liu, Yu-Ling Chu. Comput. Educ., 2010

577 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/94f9869ec0b2294449755d87b20ccda67d789a82

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Information Systems

Citations in the corpus

A collaborative game-based learning approach to improving students' learning performance in science courses (2013, background): “Prensky (2001) pointed out that combining games with educational objectives could not only trigger students’ learning motivation, but also provide them with interactive learning opportunities.”
An online game approach for improving students' learning performance in web-based problem-solving activities (2012, background): “…engineering (Ebner&Holzinger, 2007), business (Kiili, 2007), computer science (Papastergiou, 2009), social science (Cuenca López &Martín Cáceres, 2010), geography (Tüzün, Yılmaz-Soylu, Karakus, Inal, & Kızılkaya, 2009), language (Liu & Chu, 2010) and decision-science (Chang, Peng, & Chao, 2010).”
Augmented Reality Trends in Education: A Systematic Review of Research and Applications (2014, background): “…in this field of education focused on language learning (Liu & Tsai, 2013; Chang, Lee, Wang, & Chen, 2010; Ho, Nelson, & Müeller-Wittig, 2011; Liu & Chu, 2010), visual art and painting appreciation (Di Serio, Ibáñez, & Kloos, 2013; Chang et al., 2014), and culture and multiculturalism (Furió…”
Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning (2019, background): “Furthermore, research evidence suggests that AR can increase student motivation in the learning process (Liu and Chu 2010; Bujak et al.”
The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction (2020, background): “…Learning Organization (HELLO), educational games could positively inﬂuence academic achievements and improve student motivation in English language learning via learning strategies, e.g. ubiquitous game-based learning, collaborative learning, and context-aware learning strategies (Liu & Chu, 2010).”
A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use (2012, background): “The above student behavior explains the results and echo the studies of Kim and Gilman (2008), Liu, (2009), Liu and Chu (2010), and Sun and Dong (2004).”
Gameplay Engagement and Learning in Game-Based Learning (2015, background): “…et al., 2011; Sadler et al., 2013; Sanchez & Olivares, 2011; Suh et al., 2010) illustrate that multirole-play or collaborative role-play works effectively when coupled with learning tools and interactive elements and materials (Lennon & Coombs, 2007; Liu & Chu, 2010) to motivate and help learning.”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…motivation have been explored in technology-supported learning settings, such as project-based digital storytelling using an online information-searching system and Microsoft’s Photo Story (Hung et al., 2012), ubiquitous games (Liu & Chu, 2010) and mobile gamification learning (Su & Cheng, 2014).”
Using gamification to support learning English as a second language: a systematic review (2019, background): “Learning English as a Second Language (LESL) is crucial for international, political, and cultural communication and also for communication and group work activities in international classroom settings (Behroozi & Amoozegar, 2014; Liu & Chu, 2010).”