A Longitudinal Study on Students’ Foreign Language Anxiety and Cognitive Load in Gamified Classes of Higher Education

Abstract

Using gamification as an instructional intervention to manage students’ learning emotions has become a trending topic. Meanwhile, the cognitive load resulting from gamified learning environments may impact learning emotions negatively. In order to clarify students’ foreign language anxiety and cognitive load in a gamified English as a foreign language class, this study designed a gamified flipped learning context in a Chinese university and conducted five surveys, three semi-structured interviews, and consecutive in-class observation in 15 sessions. This study has the following findings: First, neither the foreign language anxiety nor the cognitive load of the students changed significantly through the entire course; second, the game elements produced contradictory effects on the students’ multiple-sourced foreign language anxiety (communication apprehension, fear of negative evaluation, and lack of self-confidence); third, the introduction of games had transient effects on extraneous cognitive load, and the immersion in games indirectly influenced the intrinsic and germane cognitive load; in addition, foreign language anxiety and cognitive load correlated in a complicated and dynamic manner as a result of diverse gamification factors. These findings are expected to provide useful insights for researchers into the significance of utilizing gamification in emotion management while taking cognitive dimensions into account from both the collective and the individual perspectives.

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