Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students’ learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student’s attitude, and experience with video-gaming on student’s achievement and second, to evaluate the effects of student’s attitude and experience that are mediated by student’s motivation. Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In a simple random sampling, students were assigned to the technology-enhanced group (Duolingo® group) or the control group. We started with confirmatory factor analysis to establish homogenous latent variables, and subsequently used structural equation models to evaluate the presence of direct and mediated effects. Results: The technology-enhanced group performed better in reading, grammar, and vocabulary, while the control group showed more participation and timely completion of assignments. Positive attitude towards video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation towards ESL learning was independently and positively correlated with student achievement. Conclusion: Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curricula is needed to minimize interference with class participation. Positive attitude towards video games and motivation towards ESL learning are positive predictors of student achievement, while experience with video games has no significant effect.
","abstract_html":"<p>Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students’ learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student’s attitude, and experience with video-gaming on student’s achievement and second, to evaluate the effects of student’s attitude and experience that are mediated by student’s motivation. Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In a simple random sampling, students were assigned to the technology-enhanced group (Duolingo® group) or the control group. We started with confirmatory factor analysis to establish homogenous latent variables, and subsequently used structural equation models to evaluate the presence of direct and mediated effects. Results: The technology-enhanced group performed better in reading, grammar, and vocabulary, while the control group showed more participation and timely completion of assignments. Positive attitude towards video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation towards ESL learning was independently and positively correlated with student achievement. Conclusion: Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curricula is needed to minimize interference with class participation. Positive attitude towards video games and motivation towards ESL learning are positive predictors of student achievement, while experience with video games has no significant effect.</p>","abstract_has_math":false,"creators":["Almufareh, Maram"],"institution":null,"degree_name":"Information Systems and Technology, PhD","degree_level":"Open Access Dissertation","degree_discipline":"Center for Information Systems and Technology","degree_department":null,"school":null,"contributors":["David Drew","Brian Hilton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:28Z","subjects":["Attitude","ESL","Experience","Gamification","Motivation","Technology-Enhanced Training Effectiveness Model","Educational Technology","Science and Technology Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/663","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["David Drew","Brian Hilton"]},{"key":"dc:creator","label":"Author","values":["Almufareh, Maram"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Center for Information Systems and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Information Systems and Technology, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Attitude","ESL","Experience","Gamification","Motivation","Technology-Enhanced Training Effectiveness Model","Educational Technology","Science and Technology Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/663"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students’ learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student’s attitude, and experience with video-gaming on student’s achievement and second, to evaluate the effects of student’s attitude and experience that are mediated by student’s motivation. Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In a simple random sampling, students were assigned to the technology-enhanced group (Duolingo® group) or the control group. We started with confirmatory factor analysis to establish homogenous latent variables, and subsequently used structural equation models to evaluate the presence of direct and mediated effects. Results: The technology-enhanced group performed better in reading, grammar, and vocabulary, while the control group showed more participation and timely completion of assignments. Positive attitude towards video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation towards ESL learning was independently and positively correlated with student achievement. Conclusion: Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curricula is needed to minimize interference with class participation. Positive attitude towards video games and motivation towards ESL learning are positive predictors of student achievement, while experience with video games has no significant effect.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Gamification on Second-Language Learning"]}]}],"canonical_facts":{"dc:contributor":["David Drew","Brian Hilton"],"dc:creator":["Almufareh, Maram"],"dc:date.available":["2023-01-01T08:00:00Z"],"dc:description.abstract":["Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students’ learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student’s attitude, and experience with video-gaming on student’s achievement and second, to evaluate the effects of student’s attitude and experience that are mediated by student’s motivation. Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In a simple random sampling, students were assigned to the technology-enhanced group (Duolingo® group) or the control group. We started with confirmatory factor analysis to establish homogenous latent variables, and subsequently used structural equation models to evaluate the presence of direct and mediated effects. Results: The technology-enhanced group performed better in reading, grammar, and vocabulary, while the control group showed more participation and timely completion of assignments. Positive attitude towards video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation towards ESL learning was independently and positively correlated with student achievement. Conclusion: Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curricula is needed to minimize interference with class participation. Positive attitude towards video games and motivation towards ESL learning are positive predictors of student achievement, while experience with video games has no significant effect.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/663"],"dc:subject":["Attitude","ESL","Experience","Gamification","Motivation","Technology-Enhanced Training Effectiveness Model","Educational Technology","Science and Technology Studies"],"dc:title":["The Impact of Gamification on Second-Language Learning"],"thesis:degree_discipline":["Center for Information Systems and Technology"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Information Systems and Technology, PhD"]},"updated_at":"2026-07-24T01:40:28Z"}