First Advisor

Ku, Heng-Yu

First Committee Member

Farber, Mathew

Second Committee Member

Romero, Deborah

Third Committee Member

Ursyn, Anna

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

5-2024

Department

College of Education and Behavioral Sciences, Educational Technology Programs, Ed Tech Student Work

Embargo Date

5-13-2025

Abstract

Integrating 21st-century skills into language education faces challenges in providing meaningful, skills-based activities beyond traditional vocabulary and grammar instruction. This study addressed the need for updated curricula that aligned learning goals with 21st-century labor market demands, emphasizing the development of creative thinking, critical thinking, communication, and collaboration skills (P21 4C skills). Teacher-centered approaches in Chinese language education further complicate the adoption of student-centered pedagogies. To overcome these challenges, the study proposed using game-based learning to create an inclusive and dynamic learning environment that fostered language proficiency and P21 4C skills. The FIXIT card game was introduced as an educational tool that promoted problem-solving and applying P21 4C skills. The study focused on the initial language learning experience and investigated the efficacy of problem-solving card games in the Chinese language classroom. It examined the impact of gameplay on vocabulary knowledge and the practical application of language and P21 4C skills. Additionally, it explored students' perceptions and experiences with integrating problem-solving games in Chinese language learning. The purpose of this convergent mixed methods study is to investigate the potential of utilizing an educational problem-solving card game to facilitate an effective learning experience for both Chinese language development and 21st-century skills. The significance of this study lies in its potential to provide a playful and meaningful context for language learning beyond traditional rote memorization and mechanical drill activities. The study aimed to enhance language acquisition and prepare students for future careers by exploring the integration of problem-solving games and language education. Focusing on students' perspectives offered valuable insights into their experiences, facilitating a more nuanced understanding of language acquisition through gamification. A total of 22 Chinese language students (ages 15 and 20) were recruited through convenient sampling from a career readiness language immersion summer camp during the summer semester of 2023 in a southern state in the United States. Grounded in the epistemology and theoretical framework of Constructionism and Constructivism, participants were asked to complete pre- and post-vocabulary quizzes before and after the gameplay intervention, as well as the following day for a delayed post-test. Additionally, audio and tabletop recordings were made, students completed a perception survey after gameplay, and six students were selected to participate in a 15-minute focus group interview. This study analyzes quantitative and qualitative data from four sources: (a) pre-, post-, and delayed vocabulary quizzes, (b) gameplay recording, (c) student perception survey, and (d) focus group interviews. The results showed a significant increase in quiz scores among the pre-test, post-test, and delayed post-test, indicating sustained growth in genre-specific vocabulary knowledge. In addition, playing problem-solving games stimulated students to apply 4C skills while immersed in Chinese-speaking scenarios. Furthermore, students expressed positive attitudes towards playful learning methodologies, which improved their speaking, listening, and reading skills. The findings had implications for language education program design, emphasizing the simultaneous development of language proficiency and transferable skills. This study contributed to advancing language education research and offered innovative approaches to prioritize practical language use. The outcomes of this research could empower students in their academic and professional pursuits, enhancing their ability to navigate real-world language use effectively.

Abstract Format

html

Extent

242 pages

Local Identifiers

Lo_unco_0161D_11228.pdf

Rights Statement

Copyright is held by the author.

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Available for download on Tuesday, May 13, 2025

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