A study on the integration of distanced simulated games with CLIL teaching method on elementary school students' English motivation, effectiveness, and altruistic behaviour

This study investigates the effectiveness of integrating content and language integrated learning (CLIL) with distance-simulated games in enhancing English learning among elementary students in Taiwan. Addressing the challenges of CLIL implementation, including speaking anxiety and resistance to cooperative learning, this research focuses on learning outcomes, motivation, and altruistic behaviour. Sixth-grade students from Tainan City were divided into experimental and control groups, with the former engaging in game-based learning using the Gather.Town virtual environment and the latter participating in traditional classroom activities. Pre-and post-tests measured prior knowledge, learning motivation, and CLIL concept understanding. The results were inspiring, with the experimental group significantly outperforming the control group in learning outcomes and exhibiting deeper motivation. Notably, students in the virtual environment demonstrated higher frequencies of altruistic behaviours, enhancing cooperative learning and social interaction. This study underscores the potential of integrating CLIL with digital games to foster effective English learning, increase engagement, and promote positive social behaviours among elementary students, thereby contributing to Taiwan's bilingual education goals.