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<p>This study investigates how ludicization facilitates language learning through technology-initiated interactions (responsiveness and personalization) and learner-initiated interactions (learner control and engagement). In a six-week intervention involving 120 university students, ludicization transforms conventional English learning into dynamic, playful experiences that relate virtual elements to real-world accomplishments. Based on the emergent interaction-related metrics, latent profile analysis (LPA) identifies four learner subgroups: engaged controllers, high-interactivity achievers, selective engagers, and passive responders, each exhibiting distinct interaction patterns. One-way analysis of covariance (ANCOVA) then compares language learning outcomes across these subgroups. The results demonstrate that higher levels of technology-initiated and learner-initiated interactions are associated with enhanced language learning outcomes. Specifically, regarding language learning outcomes, high-interactivity achievers outperform selective engagers, who outperform engaged controllers, followed by passive responders. Therefore, this study concludes that ludicization can effectively foster a synergistic interplay between technology-initiated and learner-initiated interactions to facilitate language learning. This finding offers implications for integrating educational technology featuring game-like mechanisms in language learning based on responsive settings, personalized scaffolding, volitional management, and spontaneous engagement.</p>

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The impact of ludicization on technology-initiated and learner-initiated interactions in language learning: a person-centered approach using LPA and one-way ANCOVA

  • 期刊论文

  • 发表日期：

    2025年10月6日

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  • Qi Zhang

摘要

This study investigates how ludicization facilitates language learning through technology-initiated interactions (responsiveness and personalization) and learner-initiated interactions (learner control and engagement). In a six-week intervention involving 120 university students, ludicization transforms conventional English learning into dynamic, playful experiences that relate virtual elements to real-world accomplishments. Based on the emergent interaction-related metrics, latent profile analysis (LPA) identifies four learner subgroups: engaged controllers, high-interactivity achievers, selective engagers, and passive responders, each exhibiting distinct interaction patterns. One-way analysis of covariance (ANCOVA) then compares language learning outcomes across these subgroups. The results demonstrate that higher levels of technology-initiated and learner-initiated interactions are associated with enhanced language learning outcomes. Specifically, regarding language learning outcomes, high-interactivity achievers outperform selective engagers, who outperform engaged controllers, followed by passive responders. Therefore, this study concludes that ludicization can effectively foster a synergistic interplay between technology-initiated and learner-initiated interactions to facilitate language learning. This finding offers implications for integrating educational technology featuring game-like mechanisms in language learning based on responsive settings, personalized scaffolding, volitional management, and spontaneous engagement.