Claims

Gameplay lowered participants' affective barriers to learning English in a fifteen-week game-based program

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Digital gameplay lowered the five participants' affective barriers to learning English over the fifteen-week program. → Hayo Reinders and Sorada Wattana 2015

Evidence

Hayo Reinders and Sorada Wattana 2015

Hayo Reinders and Sorada Wattana. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, Volume 27, Issue 1. https://doi.org/10.1017/S0958344014000226

q2 · i? · qualitative · r2

Qualitative interview study of five students in a fifteen-week game-based learning program at a university in Thailand, based on six interviews per student. The authors report gameplay benefits "in terms of lowering their affective barriers to learning". No effect size is reported.

"The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate."

Discussion

Page metadata
Field Value
type claim
id gameplay-lowered-affective-barriers-learning
title Gameplay lowered participants' affective barriers to learning English in a fifteen-week game-based program
description Gameplay lowered participants' affective barriers to learning English in a fifteen-week game-based program
status review
evidence_strength weak
newest_evidence 2015
generated by process:wiki-ingest on 2026-10-15
trust unverified — no one has confirmed this page's content
sources 1 — hayo-reinders-and-sorada-wattana-2015

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