An alternate reality game for language learning: ARGuing for multilingual motivation

The impact of coupled games on the learning experience of learners at-risk: An empirical study

“…Attewell 5 and Savill-Smith [32] argue that SMS provide low-threshold learning opportunities and, instead of inhibiting the learning of spelling and grammar as frequently suggested, contribute to improving young people's literacy (p. 5). Harley [2] stresses that text messages facilitate the development of productive relationships for those who would otherwise be socially isolated.…”

“…While young adults conduct a substantial part of their lives via the mobile phone, schools and universities have long pursued other forms of educational interaction and contact [2]. However, for nearly half a decade now, digital and in particular pervasive game-based learning scenarios have started to gain traction among educational practitioners [3][4] [5].…”

Effect of Computer-Assisted Intervention on Early Phonological Processing Skills for Kindergarten Children in Hong Kong

“…The positive effects of CAI on children with special educational needs has given rise to studies that attempted to integrate CAI into the curriculum across different subjects such as English, mathematics, physics and music [4]- [6]. Although considerable attention has been paid in the studies related to the use of IT at schools, little research has been done on the effectiveness of using CAI for language acquisition [7], [8].…”

“…The positive effects of CAI on children with special educational needs has given rise to studies that attempted to integrate CAI into the curriculum across different subjects such as English, mathematics, physics and music [4]- [6]. Although considerable attention has been paid in the studies related to the use of IT at schools, little research has been done on the effectiveness of using CAI for language acquisition [7], [8].The purpose of this research is to investigate the effect of computer-assisted intervention targeting phonological processing skills in Hong Kong kindergarteners who learn Manuscript received October 25, 2016; revised February 15, 2017. M. C. Law is with the University of Hong Kong, Hong Kong (e-mail: pixytess@hku.hk).…”

10.18162/ritpu.2013.235

“…Entertainment is not the only niche that ARGs occupy; there is also substantial interest in using ARGs as educational tools, especially in higher education (Connolly, Stansfield, & Hainey, 2011;Whitton & Hollins, 2008). Alex Moseley (2008), an educational designer at the University of Leicester who was an enthusiastic participant in Perplex City, argues that ARGs offer the possibility to promote three outcomes that are highly relevant in higher education: student engagement, the development of problem-solving skills, and the building of communities of practice.…”