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Using digital learning to assist in-service employees in promoting language skills has become an efficient way that can save training costs and profits. However, the employees' language learning performance often is not as expected due to low learning motivation, willingness, and persistence. Therefore, this study developed a game-based Japanese learning system based on the Octalysis gamification framework proposed by Chou (2016) to facilitate enterprise employees' learning effectiveness of Japanese as a second language (L2). All the eight core drives of the Octalysis gamification framework were adopted in the design of the learning functions and gamification mechanisms, including "epic meaning and calling," "development and accomplishment," "empowerment of creativity and feedback," "ownership and possession," "social influence and relatedness," "scarcity and impatience," "unpredictability and curiosity," and "loss and avoidance." This study used a true experimental design and recruited 54 Taiwanese employees from a Taiwan branch of an international Japanese business company to conduct a two-week experiment. The research participants were randomly assigned as the experimental and control groups respectively, using a Japanese learning system with or without a game-based design to support their Japanese learning. This study confirmed that the game-based Japanese learning system could significantly enhance the learners' engagement in learning behaviors, learning performance, learning motivation, and immersion experience. In addition, for most learning functions designed by applying the core drives regarded as intrinsic motivators in the Octalysis gamification framework, the more frequently the learners used the functions, the better they performed in learning performance. Moreover, several learning functions designed by employing positive or negative motivators also had significant positive correlations between the number of use and learning performance. This study contributes to the digital game-based language learning field by applying the Octalysis gamification framework to design an effective game-based Japanese learning system for company employees and examine the correlations between the use of the learning functions and learning performance. • A game-based Japanese learning system (GJLS) based on Octalysis gamification framework is proposed. • The GJLS could significantly enhance learning behavior and learning performance. • The GJLS could significantly enhance learning motivation and immersion experience. • Both positive and negative game learning functions are positively correlated with learning performance. • This study broadens the research horizon of game-based language learning. [ABSTRACT FROM AUTHOR]

This study investigated how the integration of a game-based learning strategy and a tangible user interface (TUI) device improves the learning achievement of fifth-grade students in studying Chinese idioms. By using the sifting, and sorting, features of Sifteo Cubes, learners, via a gaming situation, manually composed the cubes to the correct idioms, and the system also provided the origins of the idioms, facilitating meaningful learning. Aquasi-experimental non-equivalent control-group design was conducted. Both the experimental and control groups were administered a pre-test and post-test, the Idiom Learning Performance Test (ILPT), to investigate the variations between the treatment and groups. Furthermore, the Index of Learning Style for Youth (ILSY) survey was administered to determine how different learning styles and learning strategies affect learning achievement. The results showed that, after the CILS was used, the post-test scores were significantly higher than the pre-test scores in the experimental group. In addition, the post-test scores of active and visual learners were higher than the pre-test scores, and were significantly higher than reflective and verbal learners. The results suggested that the CILS is suitable for active and visual learners. Recommendations for using the CILS and Sifteo Cubes in instruction and further direction research are provided. [ABSTRACT FROM AUTHOR]

This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and implemented in an elementary school science curriculum to improve student motivation and to help students engage more actively in their learning activities. The responses to our questionnaire indicate that students valued the outdoor learning activities made possible by the use of a smartphone and its functions. Pre- and post-test results demonstrated that incorporating mobile and gamification technologies into a botanical learning process could achieve a better learning performance and a higher degree of motivation than either non-gamified mobile learning or traditional instruction. Further, they revealed a positive relationship between learning achievement and motivation. The correlation coefficient for ARCS dimensions and post-test shows that the ARCS-A (attention) is greater than ARCS-R, ARCS-C and ARCS-S. This means that the attention (ARCS-A) of this system is an important dimension in this research. The results could provide parents, teachers and educational organizations with the necessary data to make more relevant educational decision. [ABSTRACT FROM AUTHOR]