Learning Language Grammar with Interactive Exercises in the Classroom and Beyond

Purgina, Marina; Mozgovoy, Maxim; Ward, Monica

doi:10.5220/0006352804700475

Cited by 3 publications

(2 citation statements)

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“…Gamification has pollinated software development in selected courses like engineering for best practices, socialization and improves students' knowledge. Some researchers carried out studies in gamification for various reasons, which consist of facing challenges to initiate software process development (Alhammad&Moreno, 2020), using mobile gaming technologies (Thongkoo,Panjaburee&Daungcharone, Wu, 2014) or digital media (Gekker, 2018), or digital game (Lee, 2019;Barringer, Plummer, Kregenow& Palma, 2018;Martin et al, 2018;Yang, Lin & Chen, 2018;Zinnen, &Godehardt, 2018;Wichadee&Pattanapichet, 2018;Tshering et al, 2018;Stapinski et al, 2017;Ebrahimzadeh,&Alavi, 2017;Reinhardt & Sykes, 2014), combination of technology and information and communication technologies to enhance academic gain (Xanthopoulos&Xinogalos,2018;Appiahene, 2017;Klimova, Blanka&Kacet, 2017;Levitt &Piro, 2014), android application for users (Suprapto&Irrahali, 2019;Kirci&Kahraman, 2015), development of software for educational purposes (Purgina, Mozgovoy, & Ward, 2017;Kuhn & Stevens, 2017;Chubarkova et. al., 2016;Gomez, 2016;), using m-learning app to boost undergraduates' soft skills (Smith, Bille, Southgate,&Stephens,2016), using virtual reality induced with gamification to train students' to improve their communication skills (Lopex& Tucker, 2017; Ruiz et a., 2017;Lochmann, 2016), virtual learning and gamification (Al-Azawei, Baiee& Mohammed, 2019), educational games (Mogrovejo, Mamani, & Tipo, 2019;Homer, Hew & Tan, 2018;Muller et al, 2017;Miladi et.…”

Section: Motivations Related To Rampant Development Of Technologymentioning

confidence: 99%

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

et.al¹

2021

TURCOMAT

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Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.

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Section: Motivations Related To Rampant Development Of Technologymentioning

confidence: 99%

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

et.al¹

2021

TURCOMAT

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“…However, we wanted to have practical evidence that WordBricks is flexible enough to handle non-English grammatical structures. Our current experiments are focused on integrating WordBricks into Irish language classes at a junior school in Ireland (Purgina, Mozgovoy, & Ward, 2017). We also hope that gamification of Irish classes through WordBricks would help to support learners' interest in the subject.…”

Section: Wordbricks At An Irish Language Classmentioning

confidence: 99%

WordBricks: Mobile Technology and Visual Grammar Formalism for Gamification of Natural Language Grammar Acquisition

Purgina

Mozgovoy

Blake

2019

Journal of Educational Computing Research

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Gamification of language learning is a clear trend of recent years. Widespread use of smartphones and the rise of mobile gaming as a popular leisure activity contribute to the popularity of gamification, as application developers can rely on an unprecedented reach of their products and expect acceptance of game-like elements by the users. In terms of content, however, most mobile apps implement traditional language learning activities, such as reading, listening, translating, and solving quizzes. This article discusses gamification of learning natural language grammar with a mobile app WordBricks, based on a concept of more user-centric lab-style experimental activities. WordBricks challenges users to create syntactically accurate sentences by arranging jigsaw-like colored blocks. Users receive instantaneous feedback on the syntactic compatibility each time any two blocks are placed together. This Scratch-inspired virtual language lab harnesses grammar models used in computational linguistics and allows users to discover underlying grammatical constructions through experimentation. The system was evaluated in a number of diverse settings and shows how the principles of gamification can be applied to second-language acquisition. We discuss general features that enable the users to engage in game-playing behavior and analyze open challenges, relevant for a variety of language learning systems.

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Assessing the Validity and Reliability of Adapted Questionnaires Examining Malaysian School Students’ E-Learning Perceptions, Participation, and Coping Strategies During the Covid-19 Pandemic

AlSaqqaf

Shaafi

2023

JLC

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This study aims to assess the validity and reliability of research instruments to investigate the level of Malaysian students’ participation in E-learning during the COVID-19 pandemic, examine their perceptions towards virtual learning, and propose strategies to increase students’ participation in online classes. The content validity of the research instruments was established by two e-learning experts, while the face validity was examined by seven school students. The adapted questionnaires and interview questions were modified based on the feedback obtained from the two-stage validity process. As for the reliability test, a simple random sampling method was employed, where a Google form was shared with school students with the help of their teachers at a particular school in Tuaran, Sabah, Malaysia. Out of the 43 students, who responded to the questionnaire, 29 were secondary school students while 14 belonged to primary school students; most of them were Year-6 students. Results demonstrated that Cronbach's alpha of the adapted questionnaires is 0.81, which indicates that the instrument is highly reliable and ready for data collection for the real study. This study highlights the need to develop a research scale that can cover the various aspects of e-learning participation among students, including the online and offline modes. Further research is recommended to examine the level of participation in online classes and perceptions towards e-learning among students in other parts of Malaysia as well as other regions.

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Learning Language Grammar with Interactive Exercises in the Classroom and Beyond

Cited by 3 publications

References 7 publications

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

WordBricks: Mobile Technology and Visual Grammar Formalism for Gamification of Natural Language Grammar Acquisition

Assessing the Validity and Reliability of Adapted Questionnaires Examining Malaysian School Students’ E-Learning Perceptions, Participation, and Coping Strategies During the Covid-19 Pandemic

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