Efficiency of segmented ludicization in language learning regarding ZPD progress, technology-initiated interactivity, and learner-initiated interactivity

This study investigates the efficiency of “segmented ludicization” in language learning, i.e., the method considering learners’ cognitive processing in ludicized learning experiences. This method transforms traditional didactic environments into playable procedures involving intervals for learners’ knowledge digestions and retrievals. The factors to evaluate the efficiency include 1) learners’ changes in quantified Zone of Proximal Development (ZPD), 2) variables of technology-initiated interactivity, and 3) variables of learner-initiated interactivity. According to the between-subjects experiment, the intervention of segmented ludicization significantly increases learners’ ZPD, as calculated by the difference between the post- and pre-intervention test performances. Besides, segmented ludicization significantly enhances learners’ technology-initiated interactivity (responsiveness and personalization). Regarding learner-initiated interactivity, this method significantly enhances learner control but insignificantly increases learning engagement. Therefore, segmented ludicization can efficiently enhance language learning. Learner-centered input/output, adaptative intervals, and meaningful communication settings are the distinctive features of this method that guarantee its efficiency in language learning. Notably, moderate intervals form cohesive learning and sustain language learners’ engagement in virtual settings for substantial progress.