Traditional games meet ICT

Iwata, T.; Yamabe, Tetsuo; Polojärvi, Mikko; Nakajima, Tatsuo

doi:10.1145/1709886.1709933

Cited by 23 publications

(3 citation statements)

References 4 publications

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“…On the other hand, each region has its own traditional games, which can be used for educational purposes, while the integration of these games will shift the pedagogical approach from teacher-centered to student-centered environment [ 35 , 39 , 40 ]. Even though the literature lacks with studies that successfully couple learning design with traditional game features, researches in [ 41 ] emphasize that these games smoothen social communication and amplify the excitement caused by the game, which can be beneficial in the educational environment. Furthermore, Vasileva et al [ 42 ] provide evidence for the usefulness of traditional games for different educational objectives, as well as their educational benefits.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes

et al. 2018

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This study promotes a novel teaching approach for integration of children’s traditional games in elementary school program. It gives description of six traditional games and their educational prospects, implemented in six learning sessions in five elementary schools in Macedonia, involving 102 students. The comparison of learning achievements between these learning sessions and standard classes revealed increased students’ learning performance on comparable topics. To understand the reason for improvement, we have surveyed students after each session and tested the gathered data set via the development of a structural equation model that examines the relationships between student’s personality traits, motivation and experience with learning outcomes. The findings show that students’ achievements were directly influenced by students’ intrinsic and extrinsic motivational factors, as well as perceived experience. Additionally, the integration of traditional games in the elementary school classroom was equally accepted among all students, since their personality traits did not directly influence their experience or learning outcomes. Still, the link between the students’ personality dimensions and motivation revealed that introvert children might have slightly increased motivation and possibility to open up during game-play in such collaborative environments.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes

et al. 2018

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“…They also give the positive effect to the students' character values such as religious character, nationalism, independence, cooperation, and integrity (Saputra et al, 2017). In addition, the physical activity and real communication provided in the games fit with their character (Suhartatik, 2018;Syahria, 2020) and bring them into purposeful experiences (Iwata, Yamabe, & Polojarvi, 2010;Kirkoz, 2018). In fact, the interaction with one another through group work can give them more opportunity to communicate and collaborate in learning activities (Bairley, 2005in Sekarini & Safei, 2016.…”

Section: Introductionmentioning

confidence: 99%

Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners

Hikmawan,

Damayanti,

Setyarini

2023

jels Untirta

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Speaking is an inevitable skill that EFL young learners have to master. However, their anxiety and teacher's strategies in the class remain the big issues which cause the low engagement in the speaking activities. This study examined if integrating traditional games into English class can lower the anxiety and increase their motivation to learn the skill by real interaction and collaboration provided in the games. The study observed a class of the fifth grade in Bandung, Indonesia learning speaking by implementing traditional games. The descriptive study equipped with the observation checklist, transcription of the recorder and questionnaires were used to look into the students' experiences and responses. The study revealed that integrating traditional games in English classes could boost young learners' motivation in learning the skill and bring about better confidence in speaking in English. Moreover, the integration could build a joyful and safe learning atmosphere, thus lowering anxiety for the students.

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“…During the last decades there has been a technological evolution in the field of Tangible User Interfaces (TUIs), from digitally augmented paper to physical objects as icons (phicons), manipulatives, or digital sensors / probes [3,4]. However, many of these proposals (Phidgets [5], TagTiles [6], multi-touch boards [7], or projector-based augmented reality [8]) require a high initial investment. By contrast, Flow Paths uses inexpensive chips and microcontrollers for its board and passive blocks which can be handled without care by non-expert leaners.…”

Section: Introductionmentioning

confidence: 99%

Flow Paths: A Standalone Tangible Board System to Create Educational Games

Barredo

Garaizar

2015

Int. J. Emerg. Technol. Learn.

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Abstract-Educational mobile apps are ubiquitous these days. Despite of their huge commercial success, parents and children realized that physical objects manipulation requires a different set of skills, often developed using traditional toys. A century ago, Montessori proposed a methodology that emphasizes the use of physical materials to facilitate self-learning of abstract concepts. Selfcorrecting Montessori's materials allow learners to improve autonomously in a structured environment. In the same vein, Flow Paths provides a standalone tangible board system to create educational games.

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Traditional games meet ICT

Cited by 23 publications

References 4 publications

Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes

Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes

Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners

Flow Paths: A Standalone Tangible Board System to Create Educational Games

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