Qualitative findings showed increased student motivation toward English class and learning vocabulary through videogames¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2018 · 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? Participant observation and interviews indicated an increase in motivation towards the English class and interest in learning new vocabulary words. → Vélez-Agosto 2018
Evidence¶
Vélez-Agosto 2018¶
Vélez-Agosto, N. M. & Rivas-Vélez, A. (2018). Benefits and meanings of educating with videogames in a Puerto Rican sixth grade public school classroom. International Journal of Educational Technology, 5(1), 9-19. http://educationaltechnology.net/ijet/
q2 · i? · qualitative · r3
Conventional content analysis of participant observation field notes and semi-structured interviews with the EG teacher and school director; the teacher reported students were more motivated, asked to use the dictionary, and previously uninterested students became interested, seeing "a few changes, but favorable".
"Our qualitative findings show an increase in motivation towards the English class and learning new vo cabulary words in English."
Discussion¶
Related Claims¶
- Videogame play in class fostered peer competition, peer support, and student attention and immersion — related
- Test-group students showed high motivation and interest toward the interdisciplinary project in qualitative interviews — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.