Orthographic Educational Game for Portuguese Language Countries

Chaves, Paula; Paschoal, Luan; Velasco, Tauan; Bento, Tiago; Brandão, Julliany Sales; Schocair, Carlos; Quadros, João Roberto de Toledo; Oliveira, Talita de; Ogasawara, Eduardo

doi:10.5220/0006757504320440

Cited by 1 publication

(4 citation statements)

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“…The significance levels were higher for the intermediate and advanced levels, potentially indicating that the game can facilitate the teaching of advanced Arabic orthography skills. These findings align with those of other studies; that is, significant improvements in learner performance are achieved when integrating mobile games into teaching and learning environments ( (Prensky, 2001;Chaves et al, 2018;Bhide et al, 2019;Acquah et al, 2019;Sandberg et al, 2011;Ahmad, Arab World English Journal www.awej.org ISSN: 2229-9327 158 Shaarani & Afrizal, 2012Cho, Lee, Joo, & Becker, 2018). In all of these studies, researchers concluded that the integration of mobile games enhanced learning outcomes and had significant impacts on students' scores.…”

Section: Students' Performancesupporting

confidence: 86%

“…Mobile learning games have been shown to have significant impacts on language learning. Mobile learning games have gained considerable popularity among young learners in recent years, and many researchers believe that such games can enhance the teaching-learning environment (Yamato, Corrêa, & Martins2017;Chaves et al, 2018;Bhide et al, 2019;Vanbecelaere et al, 2019;Juhani Lyytinen, Semrud-Clikeman, Pugh & Richardson, 2021;Alotaibi, & Alharbi,2022;Amorim et al, 2022). According to Johnson et al, (2013), mobile learning games significantly promote engagement, creativity, and authentic learning.…”

Section: Literature Review Mobile Learning Gamesmentioning

confidence: 99%

“…Several studies (Yamato et al, 2017;Chaves et al, 2018;& Wijaya, 2018;Juhani et al, 2021;Amorim et al, 2022) have examined the impacts of mobile game use on young learners' orthography skills, and have reported significant performance improvements among learners and positive attitudes towards the use of these games. Yamato et al (2017) designed a mobile game named "AmarganA" to enhance players' knowledge of Portuguese orthography.…”

Section: Mobile Games and Young Learners' Orthography Skillsmentioning

confidence: 99%

“…Ten elementary school students evaluated the game, and the results indicated that the game could promote Portuguese language learning and stimulate creativity. Similarly, Chaves et al (2018) explored an educational game developed to aid in the learning and teaching of the accent and hyphen rules of a new Portuguese orthographic agreement. The game-based approach effectively enhanced student engagement and motivation.…”

Section: Mobile Games and Young Learners' Orthography Skillsmentioning

confidence: 99%

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Integrating Mobile Games in Arabic Orthography Classrooms

Al-Razgan¹,

Alotaibi²

2022

AWEJ

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Considerable advances in the capabilities of modern mobile devices have enabled their use as powerful educational tools. Today, mobile learning games are widely used as creative platforms for teaching and learning, offering enjoyable and ubiquitous educational content. This study describes the design and evaluation of a mobile Arabic orthography game aimed at improving Arabic orthographical skills among young learners. In particular, 52 female fourth-grade students participated in this study to answer the following research questions: what impact does the use of mobile Arabic orthography games have on students’ performance, and how do students perceive this learning approach? A mixed-method research design was adopted to answer these research questions, including pre-and post-tests, interviews, and classroom observations. Analysis of the data revealed that, although there were a few challenges involved in using mobile games as a learning tool, significant improvements were found in students’ performance and engagement, and positive attitudes were developed towards using the mobile game. In addition, there was an overall increase in students’ motivation and interaction. The pedagogical implications of these findings can be linked to the gamification of the teaching and learning environments. Teachers are encouraged to consider integrating mobile educational games into their instructional approaches, as they can serve as great incentives to learning (especially for young students).

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