Virtual game-based learning environments to promote self-regulated learning skills in foreign language learners

Area of Science:

• Educational Technology
• Applied Linguistics
• Developmental Psychology

Background:

• Self-regulated learning (SRL) is crucial for education, yet research on its development in young learners is limited.
• This study addresses the gap by exploring gamified virtual tools for enhancing SRL in elementary English language acquisition.

Purpose of the Study:

• To investigate the impact of a gamified virtual learning tool on elementary students' self-regulated learning (SRL) skills.
• To assess the effectiveness of gamification in fostering SRL strategies within English language learning contexts for young learners.

Main Methods:

• A mixed-method action research design involving six students aged 8-10.
• Data collection via semi-structured observations and pre/post-questionnaires.
• Quantitative analysis using descriptive statistics and qualitative analysis using thematic analysis.

Main Results:

• Guided use of the gamified tool significantly improved students' goal setting, progress monitoring, and reflection on learning.
• Students exhibited increased motivation, engagement, and confidence in language learning.
• Positive usability ratings indicated the tool's effectiveness for SRL skill development, though explicit instruction enhanced benefits.

Conclusions:

• Gamified virtual environments can effectively promote SRL skills in young language learners by increasing motivation and engagement.
• Integrating explicit instruction alongside gamified tools optimizes the development of SRL strategies.
• This research highlights the potential of gamified tools in elementary education for building foundational lifelong learning skills.