A Serious Game for Improving Inferencing in the Presence of Foreign Language Unknown Words

Furtado, Pedro Gabriel Fonteles; Hirashima, Tsukasa; Hayashi, Yusuke

doi:10.14569/ijacsa.2018.090202

Cited by 9 publications

(6 citation statements)

References 44 publications

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“… Game-based feature should be introduced to enhance the user experience of students and teachers in current LND app which is also described by [19] and using game-based features, challenges also be included for the pupils to enhance the usability and to keep focus while on good and interactive design for learning application which is also mentioned in [46].…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Usability of Mobile Assisted Language Learning App

Ishaq¹,

Azan²,

Rosdi³

et al. 2020

IJACSA

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The aim of this study is to evaluate the usability of Mobile Assisted Language Learning i.e. Literacy and Numeracy Drive (LND) which is smartphone application to learn language and mathematics in public sector primary schools of Punjab, the biggest province of Pakistan. In this study, usability tests were conducted which included surveys of questionnaires from teachers and students. The user experience, reliability, and performance of mobile application assessed, along with user satisfaction. The LND mobile application has not been found to be successful, with a poor user interface and requires improvement. The "Using Experience," "Ease of Use" and "Usefulness" variables have been the lowest scorers in terms of user experience. Mobile device specifications were not simple and confusing; the services provided by the LND were not appealing and effective for students or teachers. This research suggested several improvements in the usability and functionality of this LND application based on assessed user experience. Many schools have chosen to use mobile apps for the teaching and evaluation of language at school. The use of mobile-assisted learning at public sector schools in Punjab, invites us to gauge the usability and effectiveness of this approach at such a huge scale which will make it more effective.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Usability of Mobile Assisted Language Learning App

Ishaq¹,

Azan²,

Rosdi³

et al. 2020

IJACSA

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“… Game-Based learning should be adopted for improvement of user experience and the game's challenge must not have the issue of usability as it is necessary to keep the focus on usability while designing a game-based learning application. These points have also been highlighted by [21][23] [58].…”

Section: Recommendationsmentioning

confidence: 93%

Usefulness of Mobile Assisted Language Learning in Primary Education

Ishaq¹,

Azan²,

Rosdi³

et al. 2020

IJACSA

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Literacy & Numeracy Drive (LND) is a mobile application that is used in public sector primary schools in Punjab province, Pakistan to teach students of Grade 03 on a tablet for learning languages and Mathematics. Persons designated the role of a Monitoring & Evaluation Assistant (MEA) visit every school allocated by authorities once in a month and select 07-10 students randomly to evaluate them on his own tablet by asking multiple questions related to English, Urdu and Mathematics. After the evaluation, MEA has to upload the result on the official portal for the respective school. This study aims to evaluate the effectiveness of LND for its usefulness, usability, accessibility, content, and assessments by involving students and teachers using this application in different schools. A mixedmethod study has been adopted in which 57 teachers and nearly 300 students from different locations of the district and from different schools have been selected, to measure the effectiveness of LND and evaluate the effectiveness with the help of interviews and questionnaires. The result reveals, in its current form, the LND application is not effective and needs improvement in usability, design, content, accessibility, infrastructure, and assessment. Furthermore, teachers recommend that game-based learning consists of an interactive interface, phonics, animations. As the more interactive and attractive presentation of the content and variations in the assessment may increase students' involvement and will make this application more effective and will produce good results.

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“…Yet, the majority of these games tend to just be presented as a tool for learning, and are not evaluated for learning outcomes or at best employ extremely limited qualitative or quantitative analysise.g., [50,53,76,78,99,119,127]. However, some recent work has examined and shown the positive effects of educational VNs on self-efficacy and flow [128], as well as improvements to knowledge, learning, and interest when compared to reading non-interactive material [40,46,51,94,112].…”

Section: Educational Visual Novelsmentioning

confidence: 99%

“…There are also a substantial number of VN development tools-such as Novelty [57], Unity [98], and Ren'Py[4]-which support ease of development for educational game designers at a wide variety of technical skill levels. Notably, educational VNs have often been developed in academic settings as alternatives to traditional non-interactive text and reading materials, e.g., [48,51,94], with many arguing for their potential as powerful learning tools [87,104,123].…”

Section: Introductionmentioning

confidence: 99%

A (Visual) Novel Route to Learning: A Taxonomy of Teaching Strategies in Visual Novels

Camingue

Melcer

Carstensdóttir

2020

International Conference on the Foundations of Digital Games

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Interactive narratives are widely used to frame and contextualize education in games. However, the specifics of how their designs aid the learning process and outcomes remains relatively unexplored. To better understand this space, a study was conducted that focused on one sub-genre of interactive narrative, Visual Novels. Specifically, in this paper we conducted a survey of thirty-one existing educational Visual Novels, analyzing design elements that fostered learning and delivered educational content. The resulting taxonomy consists of five key dimensions for educational design and teaching strategies within Visual Novels: 1) Teaching Through Choice, 2) Teaching Through Scripted Sequences, 3) Teaching Through Mini-games, 4) Teaching Through Exploration and 5) Non-interactive Teaching. These dimensions demonstrate that there are a number of design considerations for supporting learning through Visual Novels. This work has implications for designers of educational games by classifying the different designs a Visual Novel can employ to teach-ultimately informing how to better present educational subject matter in interactive narrative games. CCS CONCEPTS • Applied computing → Interactive learning environments; • Human-centered computing → Human computer interaction (HCI); HCI theory, concepts and models.

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A Serious Game for Improving Inferencing in the Presence of Foreign Language Unknown Words

Cited by 9 publications

References 44 publications

Usability of Mobile Assisted Language Learning App

Usability of Mobile Assisted Language Learning App

Usefulness of Mobile Assisted Language Learning in Primary Education

A (Visual) Novel Route to Learning: A Taxonomy of Teaching Strategies in Visual Novels

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