Abstract:

Despite the rapid growth of online language learning platforms, there is a significant research gap when it comes to effective online tools for English Language Learning that cater to diverse students based on their different learning styles while retaining their attention. While traditional classrooms benefit from direct teacher-student interaction, online environments often struggle to provide the same level of engagement, leading to reduced attention spans. Moreover, language learners come from diverse backgrounds, each with varying language proficiency, accessibility needs, cultural sensitivities, and technological constraints, all of which can impede their full engagement in online language learning. Therefore, this research aims to bridge this gap by developing strategies, tools, and methodologies that enhance attention span and promote inclusivity in online language learning. Considering this, the main objective is to provide a holistic approach to inclusive online English Language Learning focused on enhancing attention span through a gamified web application for undergraduates. This research investigates three hypotheses: 1) Interactive multimedia and gamification enhance student attention retention compared to static text-based content; 2) Inclusive design principles improve student inclusivity and engagement by considering accessibility, cultural sensitivity, and diverse learning styles; 3) Effective communication strategies, such as timely feedback and clear instructions, foster attention and inclusivity by establishing a supportive and engaging learning environment. In a preliminary study, questionnaires and interviews were administered to undergraduates and lecturers to collect data, and a majority of undergraduates expressed a preference for interactive games. Furthermore, even though lecturers mentioned that students can maintain focus for 30-60 minutes during a 2-hour online lecture, nearly 60% of undergraduates reported being able to concentrate for only 10-30 minutes. These findings influenced the objectives of the solution, and to achieve the research aim, the Design Science Research Methodology will be used. The year-long study will involve dividing students into control and treatment groups, each consisting of 40 undergraduates. The control group will continue English language learning in a traditional context, while the treatment group will additionally utilize the gamified web application. A pre-test will be given to all 80 students to evaluate their current proficiency level in English. A User-Centered Design approach following the Universal Design for Learning (UDL) guidelines is used to develop the components of the application. Moreover, a comparison of the pre-test and post-test results of the students, metrics such as completion time, and scores achieved by players, and self-assessment techniques such as rating scales and satisfaction surveys will be used to measure the effectiveness of the application. This study aims to answer the question of how a gamified English Language learning application can retain attention and promote inclusivity among undergraduates, regardless of their proficiency levels and learning styles, leading to the discovery of innovative approaches in online language learning. By improving student engagement, comprehension, and language proficiency, the research can positively impact the overall learning experience and contribute to better language learning outcomes.

Keywords:

Attention Retention, English Language Learning, Gamification, Holistic approach, Inclusive Learning, Online Learning, Universal Design for Learning.