Gamificatie in de methode in het NVT-onderwijs

A tétel rövid nézete
dc.contributor.authorKántor-Faragó, Márta
dc.date.accessioned2024-07-22T19:51:06Z
dc.date.available2024-07-22T19:51:06Z
dc.date.issued2024-05-27
dc.description.abstractOur research explores the effects of digital supplementary course materials used among Hungarian students in secondary education learning Dutch. Our aim was to investigate how supplementary electronic, online and digital course material impacts students aged 15-20 learning Dutch at school as well as their motivation, their experience of flow/anti-flow and their level of Dutch. During the intervention we applied HANNA, a course material developed for tablets, and Mondly, a phone application. Our research focused on 2 main research questions and 5 hypotheses, regarding motivation, motivational pattern and the expected changes, while the hypotheses centred on the flow/antiflow experience, the level of language and its changes. Both the research questions and the hypotheses were established in an abductive framework. We employed qualitative research methods due to the number of our samples. Our research incorporated focusgroup and individual interviews as well. The study was supported by the Foreign Research Group On Language Teaching, a joint project between the Hungarian Academy and the University of Debrecen.en
dc.description.abstractOur research explores the effects of digital supplementary course materials used among Hungarian students in secondary education learning Dutch. Our aim was to investigate how supplementary electronic, online and digital course material impacts students aged 15-20 learning Dutch at school as well as their motivation, their experience of flow/anti-flow and their level of Dutch. During the intervention we applied HANNA, a course material developed for tablets, and Mondly, a phone application. Our research focused on 2 main research questions and 5 hypotheses, regarding motivation, motivational pattern and the expected changes, while the hypotheses centred on the flow/antiflow experience, the level of language and its changes. Both the research questions and the hypotheses were established in an abductive framework. We employed qualitative research methods due to the number of our samples. Our research incorporated focusgroup and individual interviews as well. The study was supported by the Foreign Research Group On Language Teaching, a joint project between the Hungarian Academy and the University of Debrecen.hu
dc.description.abstractOur research explores the effects of digital supplementary course materials used among Hungarian students in secondary education learning Dutch. Our aim was to investigate how supplementary electronic, online and digital course material impacts students aged 15-20 learning Dutch at school as well as their motivation, their experience of flow/anti-flow and their level of Dutch. During the intervention we applied HANNA, a course material developed for tablets, and Mondly, a phone application. Our research focused on 2 main research questions and 5 hypotheses, regarding motivation, motivational pattern and the expected changes, while the hypotheses centred on the flow/antiflow experience, the level of language and its changes. Both the research questions and the hypotheses were established in an abductive framework. We employed qualitative research methods due to the number of our samples. Our research incorporated focusgroup and individual interviews as well. The study was supported by the Foreign Research Group On Language Teaching, a joint project between the Hungarian Academy and the University of Debrecen.nl
dc.formatapplication/pdf
dc.identifier.citationActa Neerlandica, Nr 20 (2023) , 107-126
dc.identifier.doihttps://doi.org/10.36392/ACTANEERL/2023/20/8
dc.identifier.eissn3004-1740
dc.identifier.issn1587-8171
dc.identifier.issue20
dc.identifier.jatitleAN
dc.identifier.jtitleActa Neerlandica
dc.identifier.urihttps://hdl.handle.net/2437/375966
dc.languagenl
dc.relationhttps://ojs.lib.unideb.hu/actaneer/article/view/14362
dc.rights.accessOpen Access
dc.rights.ownerActa Neerlandica
dc.subjectgamificationen
dc.subjectDutch as a Foreign Languageen
dc.subjectflow and anti-flow in the classroomen
dc.subjectgamificationhu
dc.subjectDutch as a Foreign Languagehu
dc.subjectflow and anti-flow in the classroomhu
dc.subjectgamificationnl
dc.subjectDutch as a Foreign Languagenl
dc.subjectflow and anti-flow in the classroomnl
dc.titleGamificatie in de methode in het NVT-onderwijsnl
dc.typefolyóiratcikkhu
dc.typearticleen
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