Improving mechanical engineering vocabulary through the use of a game

Lelardeux, Catherine Pons; Galaup, Michel; Panzoli, David; Gilles, P.; Minguella-Canela, Joaquim; Yassine-Diab, Nadia; Lagarrigue, Pierre

doi:10.1016/j.promfg.2017.09.098

Cited by 4 publications

(6 citation statements)

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“…Cao Chung Weighing an Elephant [123] The Elephant and the Blind Men [123] Simulated real-world 3D-DGBLL [42] Contextual learning RPGs [120] Handheld sensor-based vocabulary games [112] RPG for incidental lexicon acquisition [90] WiCFG [59] Interactive learning environment [100,127] Virtual Knee Surgery by Edheads [126] Scenario-Based Interactive Environment [136] Prêt à négocier [64] The Conference Interpreter [135] Game-Based System for ASL using Kinect [66] Little Ingenius [81] Idiomatico [130] ARCS-based game [70] My Pet Shop [115] ImALeG [94] Kes Sesi [48] Cool Nurse [74] Virtual Reality Assisted Language Learning game [121] Enskill English [124] TALSQ [72] DiMaCA-based application [21] MMORPG-based English Learning Environment (MELE) [84] Spaceteam ESL [71] Competitive Cloze Game [87] Complexity-based competition game [86] SELS [51] Contextual RPG [85] Wordsearch [52] BSL RPG game [105] Table A3.…”

Section: Name Of Game Papersmentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

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Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

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Section: Name Of Game Papersmentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

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“…Language for Specific Purposes (LSP) Language for Specific Purposes (LSP) involves the use of DGBLL to support technical language learning. While ESP typically provides broad training for teachers, experts in specific fields, such as the Train Your Technical English for Mechanical Engineering http://ijlter.org/index.php/ijlter (TOTEM) project (Lelardeux et al, 2017), develop technical tools to enhance LSP learning. This highlights the role of DGBLL in facilitating targeted language acquisition tailored to specific professional or disciplinary contexts.…”

Section: Cognitive Complexity-based Competition Strategy (Ccbcs)mentioning

confidence: 99%

“…In addition, Polyzi and Moussiades (2023) used the term DGBVL to specifically utilize visual elements and enjoyable experiences and boost self-confidence and curiosity among learners (Rasti, 2021). Addressing the issues of ESP, Lelardeux et al (2017) posited that LSP tailors DGBLL for technical language learning in specific professional contexts. Scholz (2017) noted that SLD shifts emphasis from acquisition to ongoing practical language use, especially in extramural settings.…”

Section: Complex Adaptive System (Cas)mentioning

confidence: 99%

“…TOTEM is developed to address the issues of ESP for language learning. It is suggested that through this tool, students learn technical terms which promote LSP (Lelardeux et al, 2017). In can be inferred that DGBLL has seen a significant increase in the use and development of serious games to meet the diverse needs and backgrounds of language learners (Chen et al, 2023;Lin et al, 2022;Yamazaki, 2018;Ang et al, 2022).…”

Section: Sam Barlowmentioning

confidence: 99%

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Theories, Principles, and Game Elements that Support Digital Game-Based Language Learning (DGBLL): A Systematic Review

Esteban

2024

IJLTER

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The potential of Digital Game-Based Language Learning (DGBLL) in enhancing language learning outcomes has been demonstrated in previous studies. However, some scholars and educators maintain a skeptical perspective regarding its integration into language classrooms. Thus, this paper presents a systematic review examining the integration of DGBLL and its impact on language learning outcomes. This study examines 18 peer-reviewed articles published between 2014 and 2023 from Scopus, Web of Science (WoS), and ERIC research databases. The review explores relevant theories, principles, and game elements supporting DGBLL. It also investigates the types of digital games developed by both researchers and game developers that have already been studied, the most popular of which is serious games (83%). While the examined studies did not explicitly focus on digital game elements, they acknowledged the pivotal role of certain aspects, such as narrative, goals, rewards, and feedback, in enhancing language learning experiences. Notably, this paper affirms the positive impact of digital games on contextualized vocabulary acquisition, oral communication skills, and grammar learning, compared to conventional language teaching methods. These findings underscore the benefits of DGBLL in language education. Hence, this systematic review looks to reveal the multifaceted dimensions of DGBLL, emphasizing the theories, principles, and game elements of digital games that support the transformative potential of DGBLL for language instruction. Lastly, this paper advocates for an ongoing inquiry into the diversity of game genres and the continual refinement of frameworks to meet the evolving needs of language learners.

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“…The use of mobile learning applications in vocabulary learning has been reported to improve student achievement better than using traditional teaching techniques (Polakova, 2022;Lelardeux, et al, 2017), motivation and engagement of students (Ozan, 2013;Rogers & Price, 2009;Yilmaz & Akpinar, 2011). Moreover, it has been reported that mobile apps are efficient regarding time, place, or circumstances (Xu, Applying MALL to an EFL Listening and Speaking Course: An Action, 2020;Naismith & Corlett, 2006).…”

Section: Introductionmentioning

confidence: 99%

Efl Students' Perception on the Use of a Mobile Learning Application “English Vocabulary” in Vocabulary Learning

Risnawati,

Hidayat,

Dewi

et al. 2023

EEAL

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In today's era, technology permeates every aspect of daily life, including the field of education. There is a concept in education known as mobile assisted language learning (MALL). One instance of its application is the usage of mobile learning applications for vocabulary learning. This study was conducted to find out students' perceptions regarding the use of mobile learning applications (English Vocabulary) in learning vocabulary. Using the qualitative method, the researcher conducted interviews with five high school students who were selected purposively. The results showed that all participants felt helped by the mobile learning application during the learning vocabulary. Besides being easy to use, this application has various fun features that allows students to have pleasant learning. More into this, the students agree that the application should cover more complete material such as grammar, tenses and conversation. The study's findings suggest that mobile learning can assist students learn vocabulary, particularly when there is a pronunciation guide

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Improving mechanical engineering vocabulary through the use of a game

Abstract: In the present paper, we shall firstly show how a learning game to teach basic technical vocabulary can help players to improve their language skills. The benefits this new tool can have on teaching methods and on motivation will then be examined.Postprint (published version

Cited by 4 publications

References 4 publications

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Theories, Principles, and Game Elements that Support Digital Game-Based Language Learning (DGBLL): A Systematic Review

Efl Students' Perception on the Use of a Mobile Learning Application “English Vocabulary” in Vocabulary Learning

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