{"title":"概念地图在数字游戏环境中作为内容和语言整合学习促进者:来自学生学习成就、认知和行为模式的三角证据","authors":"Shu-Fang Hsieh, Gwo-Jen Hwang","doi":"10.1111/jcal.70136","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>While both Content and Language Integrated Learning (CLIL) and Digital Game-Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual education context, where integrating English into subject teaching is a national priority, finding effective instructional models remains a critical issue. To address this, the present study introduces the Concept Map-Facilitated Content and Language Integrated Digital Gaming (CM-CLDG) model, aiming to enhance bilingual science learning for elementary students by embedding concept mapping into a digital role-playing game.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>Although DGBL has demonstrated potential to increase motivation and engagement, prior studies suggest that without structured guidance, learning outcomes may vary. The CM-CLDG model was designed to scaffold knowledge construction and reduce cognitive overload by integrating concept maps directly into the gaming tasks. This study aims to evaluate the effects of the CM-CLDG approach on students' English and science learning achievements, motivation, flow experience, anxiety and behavioural patterns.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>A quasi-experimental design was adopted with 78 sixth-grade students from an elementary school in central Taiwan. Participants were divided into the CM-CLDG group and the conventional CLIL gaming (C-CLDG) group. Pre- and posttests, questionnaires, behavioural log analyses and interviews were conducted to collect triangulated data. Learning behaviours were examined using sequential analysis via GSEQ.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The CM-CLDG group significantly outperformed the C-CLDG group in both English and science achievements. Although no significant differences were found in motivation or anxiety, the C-CLDG group experienced greater flow. Behavioural analysis revealed that the CM-CLDG group exhibited more reflective, structured and strategic learning patterns. Interview findings supported these results, highlighting better memory retention and self-directed learning in the CM-CLDG group. These findings confirm that concept maps, when embedded in digital gameplay, can enhance bilingual learning outcomes and support more effective learning behaviours in CLIL-based educational games.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence From Students' Learning Achievements, Perceptions and Behavioural Patterns\",\"authors\":\"Shu-Fang Hsieh, Gwo-Jen Hwang\",\"doi\":\"10.1111/jcal.70136\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>While both Content and Language Integrated Learning (CLIL) and Digital Game-Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual education context, where integrating English into subject teaching is a national priority, finding effective instructional models remains a critical issue. To address this, the present study introduces the Concept Map-Facilitated Content and Language Integrated Digital Gaming (CM-CLDG) model, aiming to enhance bilingual science learning for elementary students by embedding concept mapping into a digital role-playing game.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>Although DGBL has demonstrated potential to increase motivation and engagement, prior studies suggest that without structured guidance, learning outcomes may vary. The CM-CLDG model was designed to scaffold knowledge construction and reduce cognitive overload by integrating concept maps directly into the gaming tasks. This study aims to evaluate the effects of the CM-CLDG approach on students' English and science learning achievements, motivation, flow experience, anxiety and behavioural patterns.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>A quasi-experimental design was adopted with 78 sixth-grade students from an elementary school in central Taiwan. Participants were divided into the CM-CLDG group and the conventional CLIL gaming (C-CLDG) group. Pre- and posttests, questionnaires, behavioural log analyses and interviews were conducted to collect triangulated data. Learning behaviours were examined using sequential analysis via GSEQ.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The CM-CLDG group significantly outperformed the C-CLDG group in both English and science achievements. Although no significant differences were found in motivation or anxiety, the C-CLDG group experienced greater flow. Behavioural analysis revealed that the CM-CLDG group exhibited more reflective, structured and strategic learning patterns. Interview findings supported these results, highlighting better memory retention and self-directed learning in the CM-CLDG group. These findings confirm that concept maps, when embedded in digital gameplay, can enhance bilingual learning outcomes and support more effective learning behaviours in CLIL-based educational games.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 6\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-10-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70136\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70136","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence From Students' Learning Achievements, Perceptions and Behavioural Patterns
Background
While both Content and Language Integrated Learning (CLIL) and Digital Game-Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual education context, where integrating English into subject teaching is a national priority, finding effective instructional models remains a critical issue. To address this, the present study introduces the Concept Map-Facilitated Content and Language Integrated Digital Gaming (CM-CLDG) model, aiming to enhance bilingual science learning for elementary students by embedding concept mapping into a digital role-playing game.
Objective
Although DGBL has demonstrated potential to increase motivation and engagement, prior studies suggest that without structured guidance, learning outcomes may vary. The CM-CLDG model was designed to scaffold knowledge construction and reduce cognitive overload by integrating concept maps directly into the gaming tasks. This study aims to evaluate the effects of the CM-CLDG approach on students' English and science learning achievements, motivation, flow experience, anxiety and behavioural patterns.
Method
A quasi-experimental design was adopted with 78 sixth-grade students from an elementary school in central Taiwan. Participants were divided into the CM-CLDG group and the conventional CLIL gaming (C-CLDG) group. Pre- and posttests, questionnaires, behavioural log analyses and interviews were conducted to collect triangulated data. Learning behaviours were examined using sequential analysis via GSEQ.
Results and Conclusions
The CM-CLDG group significantly outperformed the C-CLDG group in both English and science achievements. Although no significant differences were found in motivation or anxiety, the C-CLDG group experienced greater flow. Behavioural analysis revealed that the CM-CLDG group exhibited more reflective, structured and strategic learning patterns. Interview findings supported these results, highlighting better memory retention and self-directed learning in the CM-CLDG group. These findings confirm that concept maps, when embedded in digital gameplay, can enhance bilingual learning outcomes and support more effective learning behaviours in CLIL-based educational games.
期刊介绍:
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope