Examining Effects of Gamification Elements in an Intelligent Tutoring System for 7th Grade English Learners on Their Motivation – A Randomized Controlled Field Trial (Pre-registration)

Parrisius, Cora; Pieronczyk, Ines; Wendebourg, Katharina; Heiko, Holz; Rieger, Sven; Schmidt, Torben; Meures, Detmar; Trautwein, Ulrich; Nagengast, Benjamin

Preregistration

Examining Effects of Gamification Elements in an Intelligent Tutoring System for 7th Grade English Learners on Their Motivation – A Randomized Controlled Field Trial (Pre-registration)

Author(s) / Creator(s)

Parrisius, Cora

Pieronczyk, Ines

Wendebourg, Katharina

Heiko, Holz

Rieger, Sven

Schmidt, Torben

Meures, Detmar

Trautwein, Ulrich

Nagengast, Benjamin

Abstract / Description

Gamification elements added to digital learning environments are considered beneficial to maintaining the learners’ motivation, and received increasing interest also in second language learning research. However, the impact of specific gamified elements on students’ motivation has rarely been examined in the second language learning context. To fill this gap, in the current study, we will examine different theory-driven gamification elements based on underlying mechanisms of achievement motivation implemented in the ITS FeedBook (Meurers et al., 2019; Parrisius, Wendebourg, et al., 2023), a web-based English workbook targeting seventh-grade learners of English as a second language in German academic-track schools. In an institutionalized learning setting, we will investigate the motivational impact of a learner dashboard, a pedagogical agent, and individualized feedback with a large randomized controlled field trial. In this pre-registration, we describe our theoretical rationales, our research questions and hypotheses, and our statistical analysis plan.

Keyword(s)

FeedBook ITS RCT motivation gamification

Persistent Identifier

https://doi.org/10.23668/psycharchives.12847

PsychArchives acquisition timestamp

2023-05-06 10:22:27 UTC

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PsychArchives

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Is related to

Preregistration
Using an Intelligent Tutoring System within a Task-Based Learning Approach in English as a Foreign Language Classes to Foster Motivation and Learning Outcome (Interact4School): Pre-registration of the Study Design

Parrisius, Cora & Pieronczyk, Ines & Blume, Carolyn & Wendebourg, Katharina & Pili-Moss, Diana & Assmann, Mirjam & Beilharz, Sabine & Bodnar, Stephen & Colling, Leona & Holz, Heiko & Middelanis, Lisa & Nuxoll, Florian & Schmidt-Peterson, Julia & Meurers, Detmar & Nagengast, Benjamin & Schmidt, Torben & Trautwein, Ulrich, 2022-01-31, PsychArchives

The Interact4School project investigates individualized learning as a component of institutionalized schooling through the use of an intelligent tutoring system for second language learning (namely, the online workbook FeedBook) in a multisite, cluster-randomized controlled field trial. The project systematically addresses the effectiveness of various forms of adaptive individualized student support provided by the FeedBook on learning progress and motivation. The study is being conducted in the school year 2021/22. The current pre-registration exclusively serves the purpose to comprehensively describe the study design that was realized for the evaluation of the FeedBook. Precise research questions and the corresponding hypotheses will be described in more detail in subsequent amendments to this pre-registration and will be focused on in separate projects.

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Author(s) / Creator(s)

Parrisius, Cora
Author(s) / Creator(s)

Pieronczyk, Ines
Author(s) / Creator(s)

Wendebourg, Katharina
Author(s) / Creator(s)

Heiko, Holz
Author(s) / Creator(s)

Rieger, Sven
Author(s) / Creator(s)

Schmidt, Torben
Author(s) / Creator(s)

Meures, Detmar
Author(s) / Creator(s)

Trautwein, Ulrich
Author(s) / Creator(s)

Nagengast, Benjamin
PsychArchives acquisition timestamp

2023-05-06T10:22:27Z
Made available on

2023-05-06T10:22:27Z
Date of first publication

2023-05-06
Abstract / Description

Gamification elements added to digital learning environments are considered beneficial to maintaining the learners’ motivation, and received increasing interest also in second language learning research. However, the impact of specific gamified elements on students’ motivation has rarely been examined in the second language learning context. To fill this gap, in the current study, we will examine different theory-driven gamification elements based on underlying mechanisms of achievement motivation implemented in the ITS FeedBook (Meurers et al., 2019; Parrisius, Wendebourg, et al., 2023), a web-based English workbook targeting seventh-grade learners of English as a second language in German academic-track schools. In an institutionalized learning setting, we will investigate the motivational impact of a learner dashboard, a pedagogical agent, and individualized feedback with a large randomized controlled field trial. In this pre-registration, we describe our theoretical rationales, our research questions and hypotheses, and our statistical analysis plan.

en
Publication status

other
Review status

unknown
Persistent Identifier

https://hdl.handle.net/20.500.12034/8368
Persistent Identifier

https://doi.org/10.23668/psycharchives.12847
Language of content

eng
Publisher

PsychArchives
Is related to

https://doi.org/10.23668/psycharchives.5366
Keyword(s)

FeedBook
Keyword(s)

ITS
Keyword(s)

RCT
Keyword(s)

motivation

en
Keyword(s)

gamification

en
Dewey Decimal Classification number(s)

150
Title

Examining Effects of Gamification Elements in an Intelligent Tutoring System for 7th Grade English Learners on Their Motivation – A Randomized Controlled Field Trial (Pre-registration)

en
DRO type

preregistration