Exploring Online Gamified Grammar Training: The Role of In-Game and Facilitator Support

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Gamified and Game-Based Learning (Table 18)

Abstract

In light of the scarcity of research examining synchronous human facilitation during online grammar instruction, this exploratory study examined students' use of in-game support and facilitator support during synchronous online game-based grammar training for learners of standardized exam-level English grammar. Ten native high school learners each participated in a 60 to 90-minute online session of gamified grammar training while a facilitator supported their training with various talk moves. Through coding of talk moves found in session transcriptions as well as in-game analytics related to students’ in-game support use, we identified patterns across and among students. Descriptive statistics revealed that students who received less facilitator support reached lower grammar learning gains, even for those who made greater use of in-game support.

Authors

• Chaewon Kim, Florida State University

• Hyangeun Ji, University of North Texas

• Luke West, Florida State University