A study of design and implementation of the game-based English e-learning environment for elementary school students

Fu-Wei Lin Shelley S.C. Young

(1. Tsing Hua University, HsinChu 300; 2. Tsing Hua University, HsinChu 300)

AbstractThe purpose of this study was to design a game-based online English vocabulary learning
environment entitled Magic Rainbow English Island. This learning environment consists of game-based courseware and competitive activities for elementary school students' self study outside the classroom setting. This game also adopts Artificial Intelligence technology to provide adaptive individualized learning materials, challenges and advice to satisfy the various needs of different learners, and to achieve the various goals of different individuals. Two game modes are provided, namely barrier mode, and multi-battle mode. There were 28 fifth grade students and two teachers who participated in the evaluation. The outcomes of this research are presented in terms of the following dimensions:(1)The environment can enhance students learning motivation; (2) students can improve their English vocabulary abilities through this learning environment; (3) the multimedia learning material can assist students vocabulary development in terms of listening, pronunciation, reading and spelling; and (4) the competitive activity, multi-battle mode, is more enjoyable than barrier mode.
[Keywords]: E-learning, Game-based learning, Competitive learning, English vocabulary learning

1. INTRODUCTION & LITERATURE REVIEW

English has been a formal course in elementary school in Taiwan since 2001 (Wu, 2005). However, some problems have arisen due to insufficient teacher resources and limited instruction time. In a study by Wang (1998), it was found that too great a teaching load and not enough teaching hours are the main challenges for elementary school English teachers. Chen (2000) also pointed out that the most serious problem in elementary school English instruction is a lack of certificated teachers and teaching time. Provide more certificated teachers can better this situation. On the other hand, applying information and communication technology to language learning has received considerable attention. Online learning is a popular approach to establishing a flexible environment which helps to improve student learning opportunities at their own pace, thus transcending the boundaries of time and space. However, the majority of recent studies in IT in education have concentrated on higher education, with only a few studies discussing the use of Information Technology to meet young learners requirements. Wu (2005)

has noted that there are wide differences in English learning between Adult and Children in terms of motivation, learning ability and learning object. Learning motivation has high relation with learning outcomes. Considering web-based learning material design, one of the challenges is to engage students (Kiili, 2005). Kiili described the web as usually being used as an information channel, with less consideration for students needs. Smith & Mann (2002) indicated one problem, namely that much instructional technology has minimal interface, or has an academic feel that has little user appeal. Underwood, Billingham, and Underwood (1994) stated that at school, computers are generally used for small drill and practice programs. Children find these activities time-consuming and boring. However, these problems can be overcome if the courseware designs involve the concept of games. Games are fun for children. Some scholars (Lepper & Malone, 1983;Malone, 1980; Malone & Lepper, 1983) have identified six elements that make games fun, and which motivate children to play. These elements can be classified into two categories: (1) Individual motivation: fantasy, curiosity and challenge; (2) Interpersonal motivation: cooperation, competition and recognition. Learning with fun appears to be more effective (Lepper and Cordova, 1992). Amory, Naicker, Vincent and Adams (2005) stated that there appears to be a close association between play and learning. The promise of educational games is that they engage and motivate players through direct experiences with the game world (Kiili, 2005). Computer games enhance learning through visualization experimentation, and the creativity of play (Betz, 1995). During game playing, children commonly use trial and error approaches, improving their performance in this way; they set their own goals, and control their learning strategies. (Downes T., 1999). Modern education theories also entail such attributes, stating that learning should be a self-motivated and rewarding activity (Kolesnik, 1970). For the above-mentioned reasons, this study attempts to design an online English vocabulary learning platform consisting of game-featured courseware and competitive activities, in order to engage students learning and to increase their English vocabulary and improve their usage. In addition, this learning environment can help to reduce the teachers teaching load. This study addresses three questions, as follows: (1) Dose the game-based e-learning environment which integrated those design principles can motivate students to learn English vocabulary actively? (2) What are the students attitudes after they use this system? (3) Do students get more vocabulary knowledge through using this e-learning platform?

2. DESIGN OF THE GAME-BASED ENGLISH E-LEARNING ENVIRONMENT

The English online self-learning game platform is entitled Magic Rainbow English Island. Participants in the development of the game were comprised of three parties: (1) ZX elementary school; (2) a software development company; and (3) a research group from a university in Taiwan.

The goal of the platform is to provide students from grades 3 to 6 with better English learning functions. The software development company adopted Artificial Intelligence technology to provide individualized learning materials, challenges and advice to satisfy the various needs of different learners, and to achieve the adaptive goal of different individuals. The system uses a strategy-tactics model, which integrates games and English learning. The design principles are as follows: 1. 2. 3. 4. 5. 6. To ensure the learners commitment to the game, role-playing and the plot of the play are important components of the game design. To create a more enjoyable and comfortable environment, the plots of the play, the colors and the scenes of the game are designed to fit the learners age level. To provide a multi-battle model as a tactic to promote learners motivation. To provide different level difficulties of barrier-battles for learners to compete with each other. To be adaptable to learners different abilities. Learners can set their own learning goals and tactics as their abilities grow. To be a useful vocabulary-building, multimedia learning material combined text, audio and video components.

2.1 Learning content design

Based on 1,000 basic English words, as stipulated by the Ministry of Education for students below junior high, and 500 common sentences, as identified by ZX elementary school, the goal of the game-based English courseware is to provide instruction in and practice with vocabulary and common sentences. Teachers in the ZX elementary school divided the vocabulary and sentences into 12 levels based on the frequency of their appearance in the textbooks, and the students real learning situation. The learning materials in the game were separated into two major parts, a word-building zone, and a sentence-practicing zone. The two major zones provide multimedia learning opportunities for learners, including: words, pronunciation, graphics, and example sentences (Fig 1). Learners will be able to understand the meanings of the words and understand more about their usages in actual living contexts. To evaluate the learners abilities in listening, pronunciation, reading and spelling, the related exercises and questions have been integrated into the learning content.

These icons of Display Menu represent different type of information, including word meaning, pronunciation, graphic, and example sentences. Students can easily switch the information as they In the vocabulary material display areas, two types of information will be juxtaposed after the learners clicked on icons in the Display Menu. want to read.

Figure 1 Sample screen of vocabulary learning material

2.2 Game design

The game was designed using the metaphor of a magic island game model. Two game modes are provided. One is barrier mode, where learners (as players) can play different roles to set out on their English adventure journey. The other is multi-battle mode, where learners compete with either themselves or others in the Magic Island. Through the learning-by-playing process, they learn more vocabulary that empowers them to pass 12 different challenges represented by 12 different elves in the barrier mode (Fig 2). These magic elves also demonstrate 12 different vocabulary learning levels, from low to high. The elves are represented by 12 rainbow-like colors, from red, orange, yellow, and green up to elder elf, and demonstrate not only the 12 different learning levels, but also the 12 different challenges. The multi-battle mode is called Arena; arena is a place for learners to learn the vocabulary in the game. The vocabulary competition is controlled by the computer which generates questions based on the learners vocabulary level; the learner/players should answer the questions correctly and faster than their competitors in order to win the game. Different players can compete with each other. Peer competition is viewed as an important method to enhance learners motivation.

Figure 2..Barrier mode:12 different elves.

Figure 3. Multi-battle mode: Arena

4. METHODOLOGY
Based on research questions, The study needs to evaluate childrens learning performance from this game-based English learning material, and how the design principle effect the learners motivation; For these purpose, quantitative and qualitative instruments was employed for data collection, the researcher set a three-month evaluation session in the fall semester. There was a pretest, a posttest during evaluation session. The subjects involved in this evaluation were 28 fifth-grade students in one class from the ZX elementary school. 15 of the participants were boys and 13 were girls. During evaluation session, students used this platform to learn English vocabulary after class time; In order to create a nature learning setting, the teacher and researcher didnt limit their usage, no matter when, where, and which function, English teacher also can arrange Gaming Time for students to use this platform if its necessary in instruction. After evaluation session was over. Subjects were asked to fill out a five-point-Likert-scale questionnaire and some of subjects were have a focused group interview with researcher, through those data from questionnaire and interview, researcher will understand students perception and scarification.

5. OVERALL RESULTS OF EVALUATION

5.1 Learning performance
To measure students learning performance, descriptive statistical data was provided based on pre-test and post-test score. The score was generated from an overall test function in this game, it represent by what level dose the student is in the 12 level. According to variation of level from the result of overall test, the researcher can understand students can get learning performance or not. The results of pre-test and post-test are showed on Table1 and Table2.

Table 1. Result of pre-test and post-test Means(N=28) Pre-test Post-test 4.29 2.79 Std dev 2.3390 1.6183 Std error Mean 0.4420 0.3058

Figure 2. Distribution of pre-test and post-test Level Number of Pre-test Number of Post-test 1. 6 1 2. 8 7 3 8 4 4 2 7 5 1 1 6 2 1 7 1 4 8 0 2 9 10 0 1 11 12

According to Table 1, average score of pre-test is 2.79, its means most students vocabulary ability are located between level 2 and level 3, and after three-month use of Rainbow Magic English Island,

the average score of post-test is 4.29. The results show that students have better English vocabulary knowledge than the time before they start to use the learning platform. Figure2 provide more detailed information about pre-test and post-test. In the pre-test, level 1, level 2, and level 3 contained 79% of subjects, but in the field of post-test, subjects located in the level 1, 2, and 3 has decreased, and level 4, 7, 8, 10 has increased. The data in the Table 2 also reflects most students can get more learning performance in this platform, not just a few students.

Table 2. Paired Samples T-Test of pre-test and post-test (N=28) Paired Difference
. gi S 0 0 0. 0 fd t 7 2 2. 4 n a e M r orr e dt S 7 0 5 3. 0 v e d dt S 9 5 5 8. 1 nae m

The researcher conducted a paired sample test to clarify the significance of improvement, SPSS statistical software was used to analysis. The SPSS summary table for these data indicates that there were statistically significant of improvement of learning performance (P=0.000 <

5.2 Analysis of questionnaire and interview

This study use statistical analysis to examine students performance in English vocabulary learning. But in objective situation, the researcher can not exclude other factors from nature learning setting. Students may have several channel to learning English vocabulary, these factors will also affect the final learning. Therefore, the researcher uses questionnaire and interview to understand how Rainbow Magic Island help students English vocabulary learning. The results are present as below. 1. This game-based e-learning environment can provide fun during English vocabulary learning. To summarize the results of questionnaire and interview, there are several finds revealed, students thought this learning platform as a game, not just a instruction software, this learning platform provided fun to students. In the two game activities, multi-battle mode has more acceptances from users. Subjects also told the researcher their progress of the barrier-mode, which elf they are playing, those founds show that student use game playing as mindset to learning English vocabulary, this reduced the boring feel compare to traditional vocabulary learning. Table 3. Students evaluating of learning through game playing.

Question 1. Rainbow Magic English Island can provide me fun

in the game.

Mean 3.68 4.00

Std dev 1.19 0.90

tseretni erom si gniyalp hguorht yralubacov gninraeL

2.

72

.)50.0=

0 0 0 5. 1

t s et er P-t s et t s o P

classmate in the , its interest than barrier-mode

2. The improvement of game activity should consider learning purpose. In the group focus interview, the students provide many recommendation for system improvement, subject described that hope we can provide more game activities like those computer games sell in the market, but from the point of developer, the most important thing of the educational game development is to meet the education goal first, we must to make sure those game activities can benefit for learning, not just provide funny game. Huang (2003) has noted that in considering use game theory in CAI (Computer Assist Instruction) software design, game activity is to attract learners motivation, not the most important part. In this study, barrier-mode was used in provide different level of learning progress, competitive activities not only enhance learners motivation, but also another way to exam students vocabulary learning. 3. The role of Magic Rainbow English Island is to enhance students motivation and provide students a additional opportunity to learn English vocabulary. As shown in the user evaluation questionnaire (Table 4), most students can get benefit from this learning platform, statistical data also proved these results. According to student background information survey, many students have attended the After-school care institution to learn English. The learning material in this platform seems not necessary for those students. But through group focus interview and questionnaire, students who attend crime school consider Magic Rainbow English Island enhance their motivation, engage them learn more English vocabulary in order to win in the competitive activity or pass the barrier. Bur for students who have no another opportunity to learn English outside school, Magic Rainbow English Island is a free learning platform; they can improve their vocabulary skill through this platform.

.moorssalc ni taht naht

3. I can enjoy game playing and learning English in the Magic Rainbow English Island. 4. I like role playing and pass different barriers, through this way to learn different level of vocabulary. 5. I think compete in the multi-battle mode is very funny 6. Every time I enter the Rainbow Magic English Island, I always want to play with my classmate in the multi-battle mode. 7. I like to have a word competition game with my 8. I like playing in barrier-mode more.

3.96

1.20

3.61

1.17

4.18

1.16

4.57

0.69

4.29 2.71

0.96 1.12

Table 4.

Question 1. After learning in Magic Rainbow English Island, my

English vocabulary knowledge has improved.

Mean 4.00

Std dev 1.15

2. Magic Rainbow English Island is very helpful for

vocabulary learning, compare to English course in school; I can learn more English vocabulary.

3.57

1.00

3. Both Magic Rainbow English Island and English

course in school can complement each other.

3.89 3.82 3.96 3.68

0.88 1.06 1.10 1.02

4. Magic Rainbow English Island provides me a good

channel for English self learning.

5. Multi-battle mode can motivate me to strengthen vocabulary learning. 6. Barrier-mode can attract me to browse the material in it, to strengthen my vocabulary ability.

4. Multimedia learning material enhances learners vocabulary skills in listening, pronunciation, reading, and writing. Magic Rainbow English Island provides an internet-based multimedia learning environment for vocabulary learning, multimedia learning material integrated verbal information (text), non-verbal information (audio and video) components. This is the application of dual-code theory (Pavivo, 1968), learner can have better memory if knowledge encoded in verbal and non-verbal information. On the other hand, Magic Rainbow English Island was constructed on internet; the advantage of internet-based environment is to provide a flexible and interactive environment for students learning, not limit in classroom, teacher can let student use this platform to perform some routine practice activity which usually performed in classroom. Therefore, more teaching time can be saved for teacher. Table 5.

Question 1. I can hear all the word pronunciation clearly. 2. I can understand meaning of the word in learning material. 3. I can understand word pronunciation after browse learning material. 4. After I learned a new vocabulary in the learning

Mean 3.61 3.82 3.68 3.68

Std dev 1.31 1.12 0.94 1.07

material, I can spell the vocabulary correctly. 5. After I heard the pronunciation of the word, I can speak this word. 6. The word collocate with pictures, I can understand word means more easily. 3.61 3.96 1.20 1.07

CONCLUSIONS This study presents the collaboration between the elementary school, the university research team and the software development company, and the development of game-based English vocabulary e-learning environment: Rainbow English Magic Island, the researcher use pre/post test, questionnaire, and group focus interview to evaluate, three finds are summarizing: (1)The environment can enhance students learning motivation According to results of acceptance questionnaire, the Rainbow English Magic Island can motivate
students to learning vocabulary, both multi-battle mode and barrier-mode can enhance students motivate, the competitive activity, multi-battle mode, is more enjoyable than barrier mode.

(2)Students can improve their English vocabulary abilities through this learning environment. Based on pre/post test score and result of statistical analysis, students English vocabulary abilities have significant improved, more than half of students enhanced their word knowledge, not just in a few
students, this learning platform can decrease the gap between high ability students and lower ability students.

(3) The multimedia learning material can assist students vocabulary development in terms of listening, pronunciation, reading and spelling. According to results of multimedia learning content questionnaire, the design of vocabulary learning material which consider about listening, pronunciation, reading and spelling practice, has received users positive feedback, they can understand word means and spell the word. Beside, they also can recognize word pronunciation, and speak out. The learning material display area which can juxtapose also increase connivance.
The three-party collaboration can serve as a model for reference for other schools which are also attempting to deploy the online learning mode in their educational settings. Due to the limitations of Information Technology resources, one elementary school can not develop an entire learning platform independently except by offering well-designed learning material. Therefore, a software development company is needed as a partner to assume the system development work. The role of the educational expert in the university is to give advice based on relevant learning theories. This study has its limitation; the following recommendation can serve as some direction for future study: (1)This study was limited by subject acquisition, only one fifth grade class was selected as observe subject, but this platform is designed for 9-12 years old children, future researcher can choose different

age of subject for study. (2)More variables can be used in exam how they affect the learning performance in this platform, for example, whether the information technology resource is accessible? Or whether students have other learning opportunity? (3)This platform is focused on vocabulary learning, different subject can be used in the game-based platform in the future.

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