Designing Serious Games for Computer Assisted Language Learning – a Framework for Development and Analysis

Meyer, Bente; Sørensen, Birgitte Holm

doi:10.1007/978-1-4020-9496-5_5

Cited by 33 publications

(17 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, the game design must be intrinsically motivating, incorporating a fantasy theme the target user is interested in and stimulates him through curiosity. Therefore, an important challenge involved in designing and conceptualising serious games for language learning is that the "seriousness' of games can support curriculum aims and goals such as the use of interactivity, collaboration and exploration based simulations for teaching English in primary school [22]. Ang and Zaphiris (2008), wrote a research chapter in which they discussed and examined theoretical issues and practical challenges in game-based language learning to provide an overview of the natural learning process that happens within the educational game technologies of a CALL activity.…”

Section: Serious Games' Impact On Language Learningmentioning

confidence: 99%

Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus

Papanastasiou

Drigas

Skianis

2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Abstract-Serious Games (SGs) indicate positive effects on Preschool andPrimary school students and promote a multi sensory style of learning. This review paper explores the integration of Serious Games in the area of Preschool and Primary Education, in the last decade (2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016). The studies were carried out on Preschool and Primary school settings, respectively. Research showed that Serious Games are able to keep all students engaged in classroom facilities, scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Serious Games Based Learning (GBL) has proven its added value in almost every aspect of the curriculum.

show abstract

Section: Serious Games' Impact On Language Learningmentioning

confidence: 99%

Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus

Papanastasiou

Drigas

Skianis

2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…The framework, like the Semiotic Engineering framework, needs a specific research question to be answered in order to reach relevant conclusions [4]. The above case study presents serious gaming as a domain that can be explored using the above method, as serious games deal with an inherent tension between 'serious' content that needs to be transferred (typically the teacher's perspective) and the fun factor inherent in good games (the learner's Work-in-Progress: Evaluation and Design Methods CHI 2013: Changing Perspectives, Paris, France perspective): existing serious gaming models "generally separate the 'fun' and 'the serious' as formal and informal processes of learning", treating them as largely incompatible [8]. Depending on whether they foreground the 'fun' or 'the serious', players can have different interpretations of the game.…”

Section: Applicabilitymentioning

confidence: 99%

Researching user interpretation beyond designer intentions

Derboven

Geerts

Grooff

2013

CHI '13 Extended Abstracts on Human Factors in Computing Systems

View full text Add to dashboard Cite

System evaluation in user-centered design commonly confronts the users' interpretations with the designers' intentions. In most research, the authoritative designer view remains the touchstone against which all user interpretation is evaluated. However, the proliferation of technology use in daily life puts this view under increasing pressure. As technology is more often being used beyond the workplace, more diverse target user groups and contexts of use make interaction broader and more personal. Acknowledging this increased variation in user interpretation, we are developing an evaluation method to identify and analyze variation and shifts in end user interpretation, helping designers to balance and support different meanings, instead of imposing only one authoritative interpretation.

show abstract

“…According to Van Eck (2006), various studies have examined the use of digital game-based learning by incorporating video games into the learning process in different ways: (1) students create video games, (2) teachers and developers create educational video games to teach the students and (3) commercial video games are used in the classroom. Additionally, while considering the different levels of the educational system, such as primary, secondary and higher education, Martín, Basilotta and García-Valcárcel (2016) classified studies focusing on video games and education into the following three main categories: (1) the use of video games created by companies, developers or institutions, whether 'Games for entertainment' (Meyer & Sørensen, 2009) or serious games (e. g. educational games); (2) the analysis of the educational possibilities of using specific video games in the classroom and educational proposals (but without using the video game in the real context) and (3) the creation of video games by students, teachers or both in collaboration.…”

Section: Types Of Studies About the Use Of Video Games In Educationmentioning

confidence: 99%

A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference

Pozo

Gómez-Pablos

Muñoz-Repiso

2017

Int J Educ Technol High Educ

View full text Add to dashboard Cite

Increasing interest has been shown in using video games as an educational resource due to their pedagogical possibilities and their current expansion as an entertainment activity. However, their use in schools is still far from mainstream practice, which could be because of the barriers such as the price of video games, schools' technological infrastructures and teachers' attitudes. This article focuses on pre-service primary school teachers' attitudes (future primary school teachers currently studying at university) towards collaborative learning with video games, which employs video games in collaborative learning activities. Because playing video games is a common form of entertainment for higher education students, we investigate whether pre-service teachers' attitudes are influenced by their experience of playing video games (taking into account the number of years they have played video games), the frequency at which they play video games and their gender. This study takes a quantitative approach, using a questionnaire with a 5-point Likert attitude scale. The results indicate that pre-service primary teachers have a positive attitude towards collaborative learning with video games. Furthermore, students who have played video games for more years, who play more frequently and the male students have more positive attitudes to using video games in collaborative learning activities. Overall, pre-service teachers have positive attitudes towards collaborative learning with video games, which could affect the use of these resources in educational practices. As the main characters in the educational process, both teachers and children need to be comfortable with new practices to achieve the objective of the educational system, which is the complete formation of children.

show abstract

Designing Serious Games for Computer Assisted Language Learning – a Framework for Development and Analysis

Cited by 33 publications

References 16 publications

Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus

Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus

Researching user interpretation beyond designer intentions

A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference

Contact Info

Product

Resources

About