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Technology integration in language education has recently received increasing attention
from educators. In particular, gamification has emerged as a promising approach to
engaging students and improving their learning outcomes. Baamboozle is a gamified
platform that has gained popularity among teachers and students worldwide.
Nevertheless, there is a dearth of research on students' attitudes towards using
Baamboozle in learning English as a foreign language as well as its benefits and
drawbacks. Hence, this study aims to fill this gap by investigating first - year students'
attitudes towards using Baamboozle in learning English as a foreign language in
Vietnam, drawing on Ostrom's ABC model. This present study employed a mixed
methods research design. The data was collected from a 5-point Likert Scale
questionnaire and open-ended questions. 320 first-year students learning English as a
foreign language at a private university in Vietnam participated in this study. These
participants were selected using the convenience sampling technique. The results from
the questionnaire showed that students had positive attitudes towards using Baamboozle
in their English learning (M=4.0691, SD= .50706). Additionally, the research result also
indicated that among the components of attitude, the affective component had the highest
level (M=4.1684, SD=.56859), followed by the behavioral component (M=4.0451, SD
=.057251). However, the cognitive component was rated as the lowest level (M=3.9938,
SD=.63328). Furthermore, the results from the open-ended questions reported that
Baamboozle has some benefits, including facilitating learning, creating a fun learning
environment, promoting teamwork, and user-friendliness. Besides, there were several
disadvantages of using Baamboozle, including learning distraction, frustration caused by
unexpected chance, occasional boredom, and the Internet connection. Based on the
results, effective strategies for how to use Baamboozle are discussed