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Abstract: E-learning tools are being used in second language teaching. The design of the tools is often based on programming and gamification perspectives, not pedagogical perspectives. The e-learning tool presented in this article employed the Games Rules ScEnario Model (GREM) (Zarraonandia et al., 2015) in its design. This model looks at game design from a programming perspective and a learning theory perspective. Thus, the model can incorporate well-researched cognitive/pedagogical theories such as form-focused instruction, comprehensible input, scaffolding, simple and complex chunking, and corrective feedback. An innovative and interactive game-based learning tool for teaching English article use was built employing the GREM approach and the cognitive/pedagogical theories mentioned. The tool's effectiveness was tested on a sample of thirty Polish EFL students aged 13 to 14 years over a 10 week period. The students were randomly allocated to an experimental group (n = 14) and a control group (n =16). The former used the e-learning tool; whereas, the latter received in-class instruction only. Each group completed a pre-test stage, a teaching phase, and a post-test stage. Results of the t-test analysis revealed that the experimental group significantly outperformed the control group (at a = 0.05) in the overall results for appropriate use of English articles in the major usage contexts within English sentences. The results provide valuable quantitative evidence for utility of the GREM approach for designing e-learning tools that incorporate empirically-researched pedagogical and cognitive design elements.
Keywords: web-based e-learning tools, game based learning, game design, modelling, game design entities
1. Introduction
E-learning tools are becoming more and more prevalent in teaching second languages; in particular, to teach difficult aspects of grammar (Peirce and Wade, 2011; Wouters et al., 2011; Zarraonandia et al., 2015). To make the e-learning tool more fun and engaging as well as effective, e-learning tools should include gamification elements and be based on well-established pedagogical approaches. However, there has been little guidance in the research to date as to how this can be achieved successfully.
To address this gap in the research, the Game Rules scEnario Model (GREM) (Zarraonandia et al., 2015) programming scaffold was selected to create and construct a cutting edge e-learning tool that was fun, easily designed, and evidenced based in pedagogy. The GREM approach was selected as this...