Abstract
This study investigates the affective and performative effects of ludicization, i.e., the process of transforming the original contexts into immersive ludic experiences based on metaphorized desired behaviors and reflexive space, on language learning. The effects of ludicization are based on an integrated model involving multidimensional constructs of extrinsic/intrinsic motivation, technology-acceptance-related constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) model, and quantified language performance from the College English Test-4 (CET-4). Structural equation modelling (SEM) based on Mplus is the quantitative analytical approach to investigating the relations of these constructs. The results demonstrate that all paths in the integrated model are significantly positive. Multidimensional constructs of extrinsic/intrinsic motivation exert exogenous effects on technology-acceptance-related constructs that positively influence language performance. Ludicization facilitates language learning through 1) an integrative affective cultivation of extrinsic and intrinsic motivation positively associated with the technology-use intention and 2) a problem-solving-oriented setting based on actual technology-use behaviors. This study also provides the rationale for the integrated model to interpret how ludicization is applicable to language learning through affective and performative effects.
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Zhang, Q. The affective and performative effects of ludicization on language learning: An integrated model related to technology acceptance and multidimensional motivation. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12538-w
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DOI: https://doi.org/10.1007/s10639-024-12538-w