Fun teaching ! Fun Tech-ing ! Interactive Educational games for Young Learners

Abstract

Language learning is really a difficult task. Much effort is required at every moment and must be maintained over a long period of time and some motivating, encouraging, innovative and attracting materials may be needed. Therefore, games may help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Nothing can be more natural than learning through playing games (Prensky, 2001a); therefore, it is reasonable to assume that integrating games into language courses would benefit students' learning experiences. In addition, interactive games allow students to achieve practical knowledge as well. In contrast to books and movies, computer games are interactive and allow for socialization and participation in the language learning process (Prensky, 2001a). Using interactive games to facilitate learning in educational settings has a number of recognized benefits. For most students, games are highly engaging and motivating. Games provide real-time feedback and built-in goals that can motivate students to improve. In addition, students must make decisions as they play games, and they can see the results of those decisions right away and use that information to inform their next decisions. Our present day, the use of educational games in learning environments is an increasingly relevant trend. The motivational and immersive traits of game-based learning have been studied, but the systematic design and implementation of educational games remain an elusive topic. In this study some relevant requirements for the design of educational games in online education via technology and web 2.0 softwares will be analyzed, and a general game design method that includes adaptation and assessment features for young learners will be proposed. Finally, a particular implementation of that design will be described in light of its applicability to other implementations and EFL class settings depending upon the outcomes of Ministry of National Education in Turkey.

The use of educational games within the structure and properties of matter unit in science class

“…Students experience the possible future incidents through practical applications whose boundaries are determined beforehand (Doran & Watson, 1973). These applications contribute to the social, psychological, physical, linguistic, and intellectual development of children (Godwin-Jones, 2014;İnal & Korkmaz, 2019;Şenel & Akman, 2016) and provide opportunity for students to learn via structured experiences. Besides, educational games give an idea to individuals about their own behaviors and thus allowing for self-assessment at the end of peer interaction.…”

Bridging Young Learners’ English Proficiency through Interactive Educational Games at SDN Ciheuleut 2, Bogor City

“…Educational games not only enhance engagement but also foster a convenient environment for effective language learning. Studies suggest that they remain relevant due to their highly engaging and motivating nature, providing real-time feedback and built-in goals to motivate students (Şenel & Akman, 2016;Saputra, Septiani, Adriani, & Sundari, 2021). According to a UNICEF report, game-based learning serves as a pedagogical framework, facilitating knowledge acquisition through experiential learning (Coley-Agard, 2016).…”