Evaluating Serious Games for Foreign Language Learning: An Online Grading and Visualization Tool

Krystalli, Pinelopi; Arvanitis, Panagiotis; Panagiotidis, Panagiotis

doi:10.20533/ijcdse.2042.6364.2014.0219

Cited by 5 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Online games can be used to promote better learning for students. With adequate facilitation from the teacher, online tools are capable to enhance the language of learners (Krystalli, Arvanitis & Panagiotidis, 2014). Thus, incorporating games into teaching will ensure the effectiveness of the learning session.…”

Section: 1computer Assisted Language Learningmentioning

confidence: 99%

“…Teachers should adhere to the ever-changing education to ensure learners achieve a maximized learning experience. With regards to the evolution of technology, a firm belief that learning can be enhanced using games is ignited (Wiggins, 2016;Krystalli et al, 2014). Thus, online language games can cater to independent learning as well as enhancing the language of learners.…”

Section: 13online Language Gamesmentioning

confidence: 99%

See 1 more Smart Citation

Improving ESL Learners’ Grammar with Gamified-Learning

2019

View full text Add to dashboard Cite

Aligning with the Industrial Revolution 4.0, an abundance of high-tech inventions has embarked their pavements in the educational field. Despite being under the 21st-century umbrella, the English language proficiency of Asian learners is still a few steps behind. Undeniably, most of the English as a Second Language (ESL) learners in Asian countries face challenges in learning ESL grammar. Grammar has been an intricate component to master due to its nature of complexity. This study aimed at exploring the effectiveness of using online language games in improving ESL learners' grammar. A total of 30 students in a secondary school were involved in this research. The research design of the quasi-experimental method was used, employing the pre and post-test. Data were analyzed using percentages to compare the results after three interventions of gamified-learning known as Socrative, PowerPoint Challenge Game, and Kahoot! The main findings indicated that learners' scores on the grammar post-test showed a significant increase from the pre-test. The improvements can be seen in the grading system, whereby, no participant obtained a grade D and E in the post-test as compared to the pre-test. Hence, the results depicted that gamified-learning is effective in teaching grammar to ESL learners.

show abstract

Section: 1computer Assisted Language Learningmentioning

confidence: 99%

Section: 13online Language Gamesmentioning

confidence: 99%

Improving ESL Learners’ Grammar with Gamified-Learning

2019

View full text Add to dashboard Cite

show abstract

“…In order to increase the motivation of the students, the games have been reshaped because today's students spend most of their time connected to technological devices (Kunduracıoğlu, 2018). Krystalli (2015) stated that it is difficult to integrate the students of the digital generation into the current learning method and that the games in the digital environment can be a very important factor in adapting them to the lesson. For this reason, the interest shown by the digital generation to games has given rise to the idea of bringing the concept of gamification, derived from the word game, to the field of education, with the idea that games can take place in education (Bozkurt & Genç Kumtepe, 2014).…”

Section: Introductionmentioning

confidence: 99%

Oyunlaştırma Temelli Matematik Eğitiminin Öğrencilerin Akademik Başarılarına, Motivasyonlarına ve Girişimcilik Becerilerine Etkisi

ÇİN

2023

INESJOURNAL

View full text Add to dashboard Cite

Bu çalışmanın amacı, 6.sınıf Matematik dersi "Kesirlerle İşlemler" konusunun öğretiminde oyunlaştırma temelli eğitimin öğrencilerin akademik başarılarına, motivasyonlarına, girişimcilik becerilerine etkisini belirlemektir. Araştırma karma yöntem deseninde tasarlanmıştır. Araştırmada nicel araştırma yöntemi olarak deneysel araştırma modeli olan ön testson test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın katılımcılarını 6.sınıfta öğrenim gören 48 öğrenci oluşturmuştur. Nicel verileri toplamak için başarı testi, motivasyon ve girişimcilik ölçeği; nitel verileri toplamak için yarı yapılandırılmış görüşme formu kullanılmıştır. Başarı testi, motivasyon ve girişimcilik ölçeği deney ve kontrol gruplarına ön-test, son-test ve kalıcılık testi olarak uygulanmıştır. Nicel veriler SPSS programında analiz edilmiş, nitel verilerin analizinde ise içerik analizi yöntemi kullanılmıştır. Karışık desen ANOVA sonucuna göre deney ve kontrol grubunda yer alan öğrencilerin başarı ve girişimcilik düzeylerinin deney öncesinden sonrasına ve kalıcılık testine anlamlı farklılık göstermediği görülmüştür. Öğrenci görüşlerine göre oyunlaştırma yöntemiyle işlenen matematik derslerinin ilgi çekici, eğlenceli olduğu, oyunların öğrencilerin öğrendiklerini pekiştirmeye yardımcı olduğu, öğretici olduğu sonucuna ulaşılmıştır.

show abstract

“…"Technology has become an entire way to survive 21 st century" (Prensky, 2004 as cited by Romero, Ott & Usart, 2014 p. 149). The students who are much familiar with technology, found its way into language learning as it attracts the younger generation as they are digital native (Krystalli, Arvanitis & Panagiotidis, 2014). The integration of technology in classrooms is no longer a new occurrence (John & Melor, 2018).…”

Section: Introductionmentioning

confidence: 99%

Using infographics as a technology-based tool to develop 21st century skills in an ESL context

Pazilah

Hashim

2018

JELS

View full text Add to dashboard Cite

Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools. Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

show abstract

Evaluating Serious Games for Foreign Language Learning: An Online Grading and Visualization Tool

Abstract: Abstract

Cited by 5 publications

References 4 publications

Improving ESL Learners’ Grammar with Gamified-Learning

Improving ESL Learners’ Grammar with Gamified-Learning

Oyunlaştırma Temelli Matematik Eğitiminin Öğrencilerin Akademik Başarılarına, Motivasyonlarına ve Girişimcilik Becerilerine Etkisi

Using infographics as a technology-based tool to develop 21st century skills in an ESL context

Contact Info

Product

Resources

About