Collaborative Creation of Digital Storytelling Using Gamification and its effect on EFL Grammar Learning in Flipped, Blended and Traditional Classes
Abstract
Digital technology is a fundamental part of the learning environment. The objective of the research is to investigate the collaborative creation of digital storytelling using gamification and its effect on EFL Grammar learning in flipped, blended, and traditional classes.
The design of the study is based on quasi-experimental group theory. This research included 75 EFL students who were learning English at English language institutions.
The students were chosen at random from three intermediate-level intact English classrooms and were allocated to one of three conditions: mixed structure (N = 26), flipped instruction (N = 24), or conventional teaching (N = 25). This study lasted around eight weeks and was split into three key phases: (1) teaching the structure (past tense), (2) assisting students in creating stories in the past tense and cultivating presenting abilities, and (3) an assessment phase for overall evaluation of learning and instruction.
The researcher performed the treatment for flipped, blended context, and traditional classes. In flipped and blended classes, the teacher sent a video of teaching past tense in an online platform then student used storyboard app to make their stories in a gamified environment,in flipped classroom students presented their lecture in their online class.
But in blended classroom student came to class to present their lecture in a real environment (not virtual). In traditional class, they didn't have online class, they didn't have any digital apps to use, they learned past tense and present their stories in class by playing the role of the character in their stories in front of their classmates.
Following the treatments, all students took the grammar test. Pretest and post-test results were analyzed to note similarities and differences in grammar retention.
The results showed that the gamified instruction with collaborative creation of digital storytelling on English grammar learning in a blended learning setting improved the participants' involvement, compelling them to be active, and significantly increased their competency of grammar, showing that the blended learning was successful in achieving the instructional goals of the class.