Roadmap for the Development of EnLang4All: A Video Game for Learning English

Alexandre, Isabel; Lopes, Pedro Faria; Borges, Cynthia

doi:10.3390/mti7020017

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…Mobile learning has been attracting the attention of educational researchers for a long time [62][63][64][65][66]. The present research intended to study students' attitudes toward this learning in a university course.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Mobile Learning on Students’ Attitudes towards Learning in an Educational Technology Course

Salhab

Daher

2023

MTI

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As technology has explosively and globally revolutionized the teaching and learning processes at educational institutions, enormous and innovative technological developments, along with their tools and applications, have recently invaded the education system. Using mobile learning (m-learning) employs wireless technologies for thinking, communicating, learning, and sharing to disseminate and exchange knowledge. Consequently, assessing the learning attitudes of students toward mobile learning is crucial, as learning attitudes impact their motivation, performance, and beliefs about mobile learning. However, mobile learning seems under-researched and may require additional efforts from researchers, especially in the context of the Middle East. Hence, this study’s contribution is enhancing our knowledge about students’ attitudes towards mobile-based learning. Therefore, the study goal was to investigate m-learning’s effect on the learning attitudes among technology education students. An explanatory sequential mixed approach was utilized to examine the attitudes of 50 students who took an educational technology class. A quasi-experiment was conducted and a phenomenological approach was adopted. Data from the experimental group and the control group were gathered. Focus group discussions with three groups and 25 semi-structured interviews were performed with students who experienced m-learning in their course. ANCOVA was conducted and revealed the impact of m-learning on the attitudes and their components. An inductive and deductive content analysis was conducted. Eleven subthemes stemmed out of three main themes. These subthemes included: personalized learning, visualization of learning motivation, less learning frustration, enhancing participation, learning on familiar devices, and social interaction, which emerged from the data. The researchers recommended that higher education institutions adhere to a set of guiding principles when creating m-learning policies. Additionally, they should customize the m-learning environment with higher levels of interactivity to meet students’ needs and learning styles to improve their attitudes towards m-learning.

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Section: Discussionmentioning

confidence: 99%

The Impact of Mobile Learning on Students’ Attitudes towards Learning in an Educational Technology Course

Salhab

Daher

2023

MTI

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Cognitive Accessibility in Educational Games: A Set of Recommendations

Oliva-Zamora,

Larreina-Morales

2024

Transforming Media Accessibility in Europe

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Educational games aim to teach players new knowledge or skills in an entertaining manner. However, they are often not accessible for players with disabilities, hindering their right to education. For players with cognitive disabilities and learning difficulties, it may be particularly challenging to determine the response to the game’s visual, auditory, and haptic stimuli. This chapter presents a set of recommendations to develop educational games that are accessible to these players. To that aim, a literature review was conducted comprising the past ten years of research about educational games and game accessibility. Ten papers were selected, which take diverse approaches to the topic: some review existing research, while others focus on the development of an accessible educational game. All of them address cognitive disabilities and learning difficulties, but some also include recommendations for visual, hearing, and motor accessibility. The review of these papers shows that, to develop an accessible game for players with cognitive disabilities and learning difficulties, it is recommended to provide stimuli through several channels of communication, to allow the game’s pace to be customizable, and to design simple but engaging content, among other features. Although these recommendations are not universally applicable to every educational game, they are a first step to bring together players, teachers, developers, and researchers to create more interactive and engaging educational experiences for all.

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Mapping the landscape of serious digital language learning games: Towards a Serious-Digital Game-based Language Learning (S-DGBLL) teacher competence framework

Pitura,

Nowak,

Turula

et al. 2024

Neofilolog

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Serious games have been gaining increasing attention in the field of digital game-based language learning (DGBLL). However, to incorporate serious games into foreign/second language (L2) classrooms, teachers must be prepared with requisite knowledge and skills. To this end, following PRISMA guidelines, this study conducted a systematic review of research on serious digital language learning games with two aims. The main objective of this study was to map out the issues pertaining to serious digital language learning games that are currently being addressed in empirical studies in the DGBLL area. The secondary objective was to leverage the findings to inform the development of a research-based framework of expertise for L2 teachers intending to incorporate serious digital game-based language learning (S-DGBLL) in their classrooms. Fifty articles published until April 2023 were analysed in terms of research methodologies, pedagogical characteristics, game design, and outcomes. The findings have implications for the proposal of an S-DGBLL teacher competence framework.

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Roadmap for the Development of EnLang4All: A Video Game for Learning English

Cited by 3 publications

References 19 publications

The Impact of Mobile Learning on Students’ Attitudes towards Learning in an Educational Technology Course

The Impact of Mobile Learning on Students’ Attitudes towards Learning in an Educational Technology Course

Cognitive Accessibility in Educational Games: A Set of Recommendations

Mapping the landscape of serious digital language learning games: Towards a Serious-Digital Game-based Language Learning (S-DGBLL) teacher competence framework

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