Applying Motion Sensing Gaming to Learning Thai Syntax: Relationship Among Thai Learning Attitudes, Language Anxiety, Gameplay Flow, Test Anxiety and Self-Confidence Enhancement in Thai Syntax

Nitiwat Watthanapas, Jon Chao Hong, Jian Hong Ye*, Jhen Ni Ye, Yung Wei Hao

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Physical activity can activate the prefrontal cotex of the brain and improve cognitive performance. However, digital learning tools based on physical activity have not been sufficiently studied in the field of language learning. In addition, grammatical syntax is a key part of foreign-language learning, and the correct syntax is necessary to learn sentence usage. Therefore, how to effectively use digital games to enhance syntax learning for foreign-language learners is worth exploring. This study invited 182 Thai learners from two universities in northern Taiwan and one science and technology university to participate in the research. This study lasted 15 weeks and employed a digital game called "Shaking Fun" App, which can be used as learning assessment by involving students to sort text and shake mobile devices to send answers. The students were asked to play for 20 minutes each week. To assess learning effectiveness of shaking mobile devices as taking a test for assessing Thai syntax learning, this research used the control-value theory of achievement emotion (CVTAE) to explore the emotions related to achievements. The CVTAE predicts that activate emotions, such as game flow, bring to better learning value, whereas deactivate emotions, such as test anxiety, reduce learning value. Therefore, a research model based on this theory was proposed; the results of the research revealed the following: (1) Thai language learning attitudes is positively related to gameplay flow; but Thai language learning attitudes is negatively related to test anxiety. (2) Thai language anxiety is negative related to gameplay flow; but language anxiety was positively related to test anxiety. (3) Test anxiety can negatively predict gameplay flow experience. (4) Gameplay flow can positively predict Thai syntax using confidence. (5) Test anxiety can negatively predict Thai syntax using confidence. Expectedly, the results of this study can provide students who learning Thai as secondary language to use "Shaking Fun" device to improve their achievement emotion.

Original languageEnglish
Pages (from-to)213-246
Number of pages34
JournalJournal of Research in Education Sciences
Volume66
Issue number3
DOIs
Publication statusPublished - 2021 Sept

Keywords

  • Achievement emotion
  • Anxiety
  • Embodiment-based learning
  • Game-based learning
  • Thai syntax

ASJC Scopus subject areas

  • Education

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