TÌM HIỂU NHẬN THỨC CỦA SINH VIÊN VỀ TRÒ CHƠI TRỰC TUYẾN TRONG LỚP HỌC TRỰC TUYẾN CHUYÊN NGỮ TIẾNG ANH

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Tác giả: Lưu Thị Hương

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2023

Mô tả vật lý: tr.95-107

Bộ sưu tập: Metadata

ID: 340558

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Công nghệ đang được tích hợp vào môi trường giáo dục nhằm nâng cao quá trình học trực tuyến của sinh viên chuyên ngữ tiếng Anh. Bài viết này cung cấp kết quả của nghiên cứu sử dụng lý thuyết động lực để tìm hiểu về nhận thức về việc sử dụng ứng dụng trò chơi của sinh viên tại một trường đại học Việt Nam. Tác giả đã sử dụng bảng khảo sát và phỏng vấn với sinh viên để tìm hiểu về nhận thức của sinh viên về trò chơi trực tuyến trong quá trình học tập. Dữ liệu định lượng được phân tích bởi SPSS và dữ liệu định tính được phân tích theo khung phân tích của Huberman (1994). Kết quả cho thấy hầu hết sinh viên đều có cảm nhận tích cực về việc sử dụng trò chơi. Kết quả phỏng vấn ghi nhận rằng các trò chơi trực tuyến làm tăng chất lượng học trong lớp thông qua động lực, niềm vui, sự chuẩn bị và tham gia. Nghiên cứu cũng cho thấy việc sử dụng các trò chơi trực tuyến trong lớp có khả năng nâng cao sự cạnh tranh, từ đó nâng cao sự kích thích trí lực, sự ghi nhớ kiến thức lâu dài và kỹ năng công nghệ thông tin.Technology is being increasingly integrated into teaching environments in view of enhancing EFL students’ online learning experience. This article presents the outcomes of research employing a motivation theory technique to examine students’ experience using game-play quizzes at a university in Vietnam. Questionnaire and focus group interview with students were used to learn about the extent to which students perceive e-quizzes in their learning process. Quantitative data collected was analyzed using SPSS and Huberman’s (1994) analytical framework was used to clarify qualitative data from interviews. Key findings based on quantitative data revealed that almost all students presented favourable views towards quizzes use. Findings from the interview noted that online quizzes enriched the quality of student learning in the classroom, with the highest influence reported on motivation, enjoyment and improved preparation and participation. The study also suggests that the use of online games in the classroom is likely to raise competitiveness, thereby improving intellectual stimulation, long-term retention of knowledge and digital skills.

1. Đọc trực tuyến

1. Đọc trực tuyến

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