A Serious Game to learn English: The case of Bethe1Challenge

Cruz, Paola Julie Aguilar; Guayara, Henry Alberto Álvarez

doi:10.17083/ijsg.v8i4.448

Cited by 5 publications

(4 citation statements)

References 27 publications

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“…This occurs because the teachers thought the students like gamified things. This is accordingly with the previous studies on students' perception of the use of gamification in learning English that found the perceptions were positive (Abidin & Zaman, 2017;Aguilar-Cruz & Álvarez Guayara, 2021;Ariati & Iswahyuni, 2023;Putra & Priyatmojo, 2021;Zainiah et al, 2022). To make reading the students' routine, the teachers can also supply the students with exciting books.…”

Section: Discussionsupporting

confidence: 90%

Can the Merdeka Belajar curriculum really improve students’ reading literacy?

Zaim,

Zakiyah

2024

J. appl. linguist. lit.

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Merdeka Belajar curriculum is the brand-new curriculum implemented in Indonesia in response to the low reading literacy of students. Many discussed the features and the implementation of the Merdeka Belajar curriculum and claim that implementing the current curriculum is effective in improving students' reading literacy due to its features, such as simpler yet in-depth materials and flexible time for learning outcome accomplishment; however, there is not yet any empirical evidence provided to prove the claim. This descriptive research was undertaken to provide empirical evidence of that claim as the curriculum has just been implemented. Twelve teachers across senior high schools in West Sumatera were willingly involved in this study. The data were collected through a written interview, in which the teachers answered ten relevant questions. Their responses about the implementation of the Merdeka Belajar curriculum were analyzed qualitatively. The findings established new facts that answered the research question from the teachers' point of view. First, compared to the 2013 curriculum implementation, they did not only see the implementation of the Merdeka Belajar curriculum as advantageous but also disadvantageous. Even few of them found it run-of-the-mill. Second, when implementing the current curriculum, the teacher developed strategies to increase students' reading literacy and interest. They began by supplying multiple materials, designing fun but exhaustive learning instructional activities, varying the assessments, and building reading corners with captivating books to read. Third, after a year of implementation, the students' reading literacy tended to stay the same, even though it did improve a little for some students. These were because the teachers still experienced problems regarding curriculum, school, and time. In summary, implementing the Merdeka Belajar curriculum cannot improve students' reading literacy.

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Section: Discussionsupporting

confidence: 90%

Can the Merdeka Belajar curriculum really improve students’ reading literacy?

Zaim,

Zakiyah

2024

J. appl. linguist. lit.

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“…2 The Serious Game Be (the) 1: Challenge [21] relate that the SG Be (the) 1: Challenge is a game that was "specifically designed to strengthen English language learning processes" (p.68). This game was designed by the Ministry of Education in Colombia with the support of the British Council.…”

mentioning

confidence: 99%

“…This game can be played without internet connection, which is suitable for students in Colombia since internet connection is not stable in some areas of this country and there are some regions do not even have access to it. Additionally, [21] share that the SG Be (the) 1: Challenge has the following goals:…”

mentioning

confidence: 99%

Understanding students’ engagement with a Serious Game to learn English: A sociocultural perspective

Cruz

2022

IJSG

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Research studies have demonstrated that students’ sociocultural background influences their learning and engagement processes in classroom activities. Additionally, research studies have shown inconclusive effects of how Serious Games improve students’ engagement. Therefore, this article describes the results of a research study that analyzed, from a sociocultural perspective, the incorporation of the Serious Game (SG) Be (the) 1: Challenge in a classroom setting with forty-seven high school students who live in vulnerable conditions in the Amazonian region of Colombia. A revised version of the Motivation Attitude Knowledge Engagement (MAKE) survey was implemented to inquire students’ engagement with the game, including open-ending questions. Moreover, GLA from a teachers’ dashboard were collected to track students’ achievements and progress during gameplay. Data was analyzed, triangulated, and interpreted through the lenses of the Reflective Play Activity Model (RPAM) to have a better understanding of students’ interactions with the game in the classroom. The main findings reveal that (1) when students developed intrinsic play, their cognitive, emotional, and behavioral engagement was low, but when they developed extrinsic play, their engagement increased, and (2) GLA serve to predict students’ engagement with a SG in marginalized settings. Additionally, this study refines the RPAM by deepening how this model can occur in face-to-face settings with students who, due to their sociocultural background, do not have access to discuss, construct, exchange, and share information about game features in online environments.

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“…"A Serious Game to learn English: The case of Bethe1Challenge", by Aguilar-Cruz and Álvarez Guayara [4], reports a case study aimed at exploring students' perceptions towards the use of the Bethe1Challenge serious game, supported with gamified classroom activities, which was used in a high school during pandemic times. To complement this study, interviews, a pre-test and post-test were implemented and analyzed.…”

mentioning

confidence: 99%