Scholarlink

<p>Based on the current demand in foreign language teaching to enhance student learning motivation and alleviate psychological distress, this study investigates the effectiveness of applying gamified instruction in Japanese language learning. First-year Japanese majors at University X participated in a 16-week experiment. The experimental group received gamified instruction designed based on the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model, while the control group utilized traditional teaching methods. Data on students’ Japanese academic achievement, learning engagement scale scores, and psychological distress scale scores are collected, and pre- and post-test comparative analyses are conducted using statistical methods. The results clearly show that gamified instruction significantly boosts students’ Japanese academic performance. The experimental group’s post-test mean score for academic achievement rises to 85.31, a notable increase from their pre-test mean of 72.77. This improvement is markedly higher than the control group’s more modest gain (from 71.63 to 74.11) and is statistically significant at the 1% level. Learning engagement improves considerably, as evidenced by the experimental group mean total score from 49.42 to 78.81, a 59.5% increase. The control group improves marginally by 7.24%. A t-test comparison confirms post-test vigor, dedication, and absorption scores in the experimental group are significantly greater than those achieved by the control group (<i>P</i> &lt; 0.001). In terms of psychological distress, the total score of the experimental group decreased significantly from 57.62 to 36 (<i>P</i> &lt; 0.001). In contrast, the control group showed little change, with no significant difference between the pre-test and post-test results (<i>P</i> = 0.902). These findings indicate that gamified instruction effectively improves students’ academic achievement, significantly enhances their learning engagement and attentional focus, and contributes to alleviating psychological distress. The study provides empirical evidence for the integration of gamification in Japanese language learning as well as more general foreign language learning contexts, pointing to its amenability to varied learning contexts.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The impact of gamified instruction on students’ academic achievement, learning engagement, and psychological distress in Japanese language teaching

  • 期刊论文

  • 发表日期：

    2026年8月3日

查看全文
  • Kuiling Dong,
  • Wangcheng Cao

摘要

Based on the current demand in foreign language teaching to enhance student learning motivation and alleviate psychological distress, this study investigates the effectiveness of applying gamified instruction in Japanese language learning. First-year Japanese majors at University X participated in a 16-week experiment. The experimental group received gamified instruction designed based on the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model, while the control group utilized traditional teaching methods. Data on students’ Japanese academic achievement, learning engagement scale scores, and psychological distress scale scores are collected, and pre- and post-test comparative analyses are conducted using statistical methods. The results clearly show that gamified instruction significantly boosts students’ Japanese academic performance. The experimental group’s post-test mean score for academic achievement rises to 85.31, a notable increase from their pre-test mean of 72.77. This improvement is markedly higher than the control group’s more modest gain (from 71.63 to 74.11) and is statistically significant at the 1% level. Learning engagement improves considerably, as evidenced by the experimental group mean total score from 49.42 to 78.81, a 59.5% increase. The control group improves marginally by 7.24%. A t-test comparison confirms post-test vigor, dedication, and absorption scores in the experimental group are significantly greater than those achieved by the control group (P < 0.001). In terms of psychological distress, the total score of the experimental group decreased significantly from 57.62 to 36 (P < 0.001). In contrast, the control group showed little change, with no significant difference between the pre-test and post-test results (P = 0.902). These findings indicate that gamified instruction effectively improves students’ academic achievement, significantly enhances their learning engagement and attentional focus, and contributes to alleviating psychological distress. The study provides empirical evidence for the integration of gamification in Japanese language learning as well as more general foreign language learning contexts, pointing to its amenability to varied learning contexts.