title: Motivation, students' needs and learning outcomes: a hybrid game-based app for enhanced language learning.
abstract: In the context of European Higher Education students face an increasing focus on independent, individual learning-at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app-designed specifically for this study-harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1-which seamlessly combine individual and collaborative learning tasks-motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today's digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve proficiency, hence are indeed, effective tools for enhanced language learning.
authors.affiliation: Departamento de Filología Francesa e Inglesa, Facultad de Filosofía y Letras, Universidad de Cádiz, Avda. Gómez Ulla s/n, 11002 Cádiz, Spain.
authors.forename: Anke
authors.initials: A
authors.lastname: Berns
authors.affiliation: Departamento de Ingeniería Informática. Escuela de Ingeniería, Universidad de Cádiz, Avda. de la Universidad n° 10, 11519 Puerto Real, Cádiz, Spain.
authors.forename: José-Luis
authors.initials: JL
authors.lastname: Isla-Montes
authors.affiliation: Departamento de Ingeniería Informática. Escuela de Ingeniería, Universidad de Cádiz, Avda. de la Universidad n° 10, 11519 Puerto Real, Cádiz, Spain.
authors.forename: Manuel
authors.initials: M
authors.lastname: Palomo-Duarte
authors.affiliation: Departamento de Ingeniería Informática. Escuela de Ingeniería, Universidad de Cádiz, Avda. de la Universidad n° 10, 11519 Puerto Real, Cádiz, Spain.
authors.forename: Juan-Manuel
authors.initials: JM
authors.lastname: Dodero
keywords: Collaborative learning; Digital native; Hybrid game-based app; Language learning; Learning; Learning needs; Motivation; Smart mobile device; Sustainability