Journal of Digital Education and Learning Engineering

Beyond Learning Achievement: Investigating International Students’ Acceptance of Game-based Technology for Chinese Language Learning

Chuanyang Gong — 2026-09-30

While previous studies on game-based learning have primarily focused on learning achievement, achievement results alone do not explain whether learners perceive the technology as useful, easy to use, and worth continuing to use. Learner acceptance is essential because successful technology implementation depends on learners’ willingness to adopt and continue using it. This study investigated international students’ acceptance of game-based technology for Chinese language learning by integrating the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT). This acceptance-focused analysis used post-intervention questionnaire data from 40 international students enrolled in Chinese language courses at a language school in Chiang Mai, Thailand. A 12-item questionnaire measured intrinsic motivation, extrinsic motivation, perceived usefulness, perceived ease of use, attitude, and behavioral intention. Data was analyzed using descriptive statistics, Cronbach’s alpha, and Pearson’s correlations. All six constructs were rated at a high level. Attitude obtained the highest mean (M = 4.18), followed by intrinsic motivation and perceived usefulness (both M = 4.16), whereas behavioral intention obtained the lowest mean (M = 4.04). Behavioral intention was positively correlated with intrinsic motivation (r = .989), extrinsic motivation (r = .980), perceived usefulness (r = .989), perceived ease of use (r = .962), and attitude (r = .988), with all relationships significant at p < .01. However, the consistently high correlations suggest possible overlap among the constructs and should be interpreted cautiously. The findings indicate that continued-use intention is closely associated with learners’ technology perceptions and motivational orientations. By focusing on students’ acceptance rather than repeating the analysis of learning achievement, this study offers practical guidance for designing useful, manageable, and engaging game-based Chinese learning environments.

The Impact of Duolingo-assisted Learning on Chinese Vocabulary Learning Motivation and Achievement among Elementary School Students

Yangzi He — 2026-09-30

With the rapid development of mobile technology, mobile-assisted language learning has become increasingly prevalent in foreign language education. Duolingo is one of the most popular language learning applications. However, there is still limited evidence about its effectiveness in improving Chinese vocabulary learning, especially among primary school students. The purpose of this study is to examine the effects of Duolingo-assisted learning on Chinese vocabulary acquisition among primary school students and to examine students’ motivation toward Chinese vocabulary learning. A quantitative quasi-experimental design was adopted. Fifty primary school students participated in the study. A Chinese vocabulary pre-test and post-test were administered to measure learning achievement, while a learning motivation questionnaire was used to examine students’ motivation toward Chinese vocabulary learning. The results of a one-way ANCOVA revealed that students in the experimental group achieved significantly higher post-test vocabulary scores than those in the control group after controlling for pre-test scores. Furthermore, the results of a one-way MANOVA indicated that the experimental group demonstrated significantly higher self-efficacy motivation, whereas no statistically significant differences were found in intrinsic motivation, self-determination, or grade motivation. These findings suggest that Duolingo-assisted learning can effectively enhance Chinese vocabulary achievement and strengthen students’ confidence in learning Chinese vocabulary. The study provides empirical evidence supporting the integration of mobile-assisted language learning applications into primary Chinese language instruction and offers practical implications for teachers and educators.

Application of Contextualized 5E Inquiry-based Learning in Undergraduate Image Processing Courses Using a Service Robot

Tarinee Tonggoed — 2026-09-30

Background: Image processing and computer vision are increasingly important competencies in mechatronics and robotics education, yet lecture-centered instruction may leave a gap between algorithmic knowledge and practical application. Purpose: This study examined changes in undergraduate students' image-processing achievement and their satisfaction following a service robot-contextualized 5E inquiry-based learning intervention. Methods: Thirty second-year students in an Image Processing and Artificial Intelligence course participated in a one-group pretest-posttest study conducted during a single 3-hour session. Students observed an autonomous mobile robot scenario and completed structured inquiry activities involving camera calibration and distance-based person localization. Two content-matched 20-item achievement-test forms underwent two rounds of review by three experts; after revision, all items met the predefined Index of Item-Objective Congruence criterion (IOC = 0.67-1.00). Results: For the full sample, the mean score increased from 12.87 (SD = 3.63) to 14.23 (SD = 2.91), t(29) = 2.16, p = .039, 95% CI [0.07, 2.66], d_z = 0.39. The class-average normalized gain was low (g = 0.19). Exploratory subgroup results showed a significant increase among students in the lower pretest half and no significant change among those in the higher pretest half. Overall satisfaction was at the highest level (M = 4.68, SD = 0.48). Conclusion: The findings provide preliminary evidence that the instructional approach was feasible and was associated with short-term achievement gains and high student satisfaction. Because the study used a one-group pretest-posttest design, causal effectiveness cannot be established. Further studies with comparison groups, larger samples, longer implementation periods, and delayed posttests are needed.

Effects of AI DeepSeek-Assisted Games on Chinese Vocabulary Learning Achievement and Post-Use Motivation among Lower Secondary Students

Ping Huang — 2026-09-30

Chinese vocabulary learning can be challenging for beginning learners because it requires them to connect Pinyin pronunciation, vocabulary meaning, Chinese character forms, and vocabulary use in context. This study examined the effects of AI DeepSeek-assisted games on Chinese vocabulary learning achievement and post-use motivation among Thai lower secondary students. A quasi-experimental pre-test–post-test design with a nonequivalent control group was employed. The participants were 47 Mathayom 1 students in Chiang Mai Province, Thailand, comprising 20 students in the experimental group and 27 students in the control group. The experimental group used four HTML-based Chinese vocabulary games, whereas the control group participated in conventional learning activities. Both groups completed four 60-minute instructional sessions. Data were collected using a Chinese Vocabulary Achievement Test and a Post-Use Motivation Questionnaire and analyzed using descriptive statistics, paired-samples t-tests, and independent-samples t-tests. The experimental group demonstrated a significant improvement from pre-test to post-test and achieved significantly higher post-test scores than the control group. The control group also showed significant improvement after instruction. Following the intervention, the experimental group reported the highest levels of interest and enjoyment and of motivation and intention to continue learning. These findings suggest that AI DeepSeek-assisted games can be used as supplementary activities for Chinese vocabulary practice and review alongside regular classroom instruction.

ผลของการใช้กิจกรรมการเรียนรู้แบบสร้างชิ้นงาน Scratch ต่อทักษะการคิดเชิงคำนวณและแรงจูงใจในการเรียนรู้ของนักเรียนชั้นมัธยมศึกษาปีที่ 2

สุชาดา ศรีเสาวงษ์ — 2026-09-30

การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อเปรียบเทียบความรู้ความเข้าใจการคิดเชิงคํานวณศึกษาความก้าวหน้าความรู้ความเข้าใจการคิดเชิงคํานวณ และเปรียบเทียบแรงจูงใจของนักเรียนที่เรียนโดยใช้ Scratch และนักเรียนที่เรียนแบบบรรยาย โดยใช้ระเบียบวิธีวิจัยแบบกึ่งทดลอง โดยแบ่งนักเรียนชั้นมัธยมศึกษาปีที่ 2 เป็น 2 กลุ่ม ได้แก่ นักเรียนกลุ่มทดลอง จำนวน 26 คน ได้รับการจัดการเรียนรู้ โดยใช้ Scratch และนักเรียนกลุ่มควบคุม จำนวน 25 คน ที่ได้รับการจัดการเรียนรู้แบบบรรยาย ซึ่งเครื่องมือวิจัยที่ใช้ แบ่งออกเป็น 2 ประเภท ได้แก่ แบบทดสอบความรู้ความเข้าใจการคิดเชิงคํานวณก่อน-หลังเรียน และแบบสอบถามแรงจูงใจของผู้เรียนก่อน-หลังเรียน และวิเคราะห์ข้อมูลเชิงปริมาณ โดยใช้ สถิติทดสอบแบบ T ผลการวิจัยพบว่า นักเรียนกลุ่มทดลองที่ได้รับการจัดการเรียนรู้โดยใช้โปรแกรม Scratch มีคะแนนเฉลี่ยทักษะการคิดเชิงคำนวณหลังเรียนสูงกว่าก่อนเรียนอย่างมีนัยสำคัญทางสถิติที่ระดับ .05 ในขณะที่นักเรียนกลุ่มควบคุมแม้มีคะแนนเฉลี่ยหลังเรียนสูงขึ้น แต่ไม่แตกต่างกันอย่างมีนัยสำคัญทางสถิติ อีกทั้งนักเรียนกลุ่มทดลองมีคะแนนเฉลี่ยแรงจูงใจในการเรียนรู้หลังเรียนสูงกว่าก่อนเรียนอย่างมีนัยสำคัญทางสถิติในหลายมิติ และมีคะแนนเฉลี่ยสูงกว่ากลุ่มควบคุมอย่างมีนัยสำคัญทางสถิติ ผลการวิจัยจึงสรุป ได้ว่า การจัดการเรียนรู้โดยใช้โปรแกรม Scratch มีประสิทธิผลเหนือกว่าวิธีการสอนแบบบรรยายในการพัฒนาทักษะการคิดเชิงคำนวณและส่งเสริมแรงจูงใจในการเรียนรู้ของนักเรียนอย่างมีนัยสำคัญทางสถิติ