Using games for language learning in the age of social distancing

Dubreil, Sébastien

doi:10.1111/flan.12465

Cited by 24 publications

(9 citation statements)

References 4 publications

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“…When a French class in Carnegie Mellon had to move online, Dubreil (2020) had to make some adjustments to the curriculum. The theme of the semester was games and the students were all assigned the project of creating party games and board games in French.…”

Section: Gamesmentioning

confidence: 99%

Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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Concrete structure is a compulsory course in Civil Engineering. The problem that occurs is that students do not understand the basics of structural analysis. A media that connects fundamental structural analysis with concrete structures have not yet been developed. The purpose of this research is to develop interactive IT-based learning media in this subject. This research is development research. The data collection was conducted with testing and questionnaires that were then analyzed by using quantitative descriptive techniques. The results of this study are as follows:(1) the results of student responses get an average score of 45.1 and are in the very good category;(2) the student learning outcomes test has an average value of 74.84; (3) the concrete structure of learning media that needs to be improved is the appearance of the color composition to make it more attractive. CONCLUSIONS ConclusionsBased on the results of research and discussion, it can be concluded as follows.-The results of student responses to the concrete structure learning media got a total score of 1489, with an average of 45.1, which falls in the very good category. -Student learning outcomes test after the application of concrete structure learning media had an average score of 74.84, a minimum score of 60, and a maximum value of 90. -In terms of feasibility, the concrete structure learning media is feasible to use, and what needs to be improved is the appearance of the color composition to make it more attractive. SuggestionsBased on the conclusions above, several things can be suggested, as follows:-Students like learning with interesting media, so they feel happy in learning, for that each subject needs to be have interesting media and make it easier for students to learn. -The institution should provide training in making media, to improve the quality of learning media for each lecturer. -Students should make good use of the advances in technology and media that have been provided with positive things, such as accessing learning materials on the web, e-learning, journals, and e-books, and so on. -Future research should be conducted with more in-depth research on concrete structure learning media in other ranges of material and with a more attractive appearance. REFERENCES

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Section: Gamesmentioning

confidence: 99%

Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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“…Proses peralihan pembelajaran bahasa Indonesia dari sistem tatap muka pada pembelajaran online menuntut guru untuk mengembangkan keterampilan inovasi pembelajaran. Hal ini disebabkan oleh peralihan sistem pengajaran tatap muka pada kerangka pembelajaran online di masa pandemi Corona Virus Disease (COVID)-19 (Dubreil 2020;Pardede 2020). Sebagaimana pembelajaran online sudah banyak ditelaah dan diimplementasikan pada pembelajaran di abad 21 (Lister 2014;Shomurodovich 2020).…”

Section: Pendahuluanunclassified

Implementasi Pembelajaran Bahasa Indonesia menggunakan Model Flipped Classroom Berbasis Pembelajaran Online

Supriati

Febriani

2021

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“…On the other hand, the application of game-design principles to education, particularly to second-and foreign-language learning, and the steady rise of new game formats and platforms (consoles, web-based, apps) strengthened this demand for more updated preparation [4,[24][25][26][27]. In fact, this need has been more evident since the outbreak of the COVID-19 pandemic and its global impact on modern education due to online learning and social distancing [28].…”

Section: Introductionmentioning

confidence: 99%

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Belda-Medina

Calvo-Ferrer

2022

Education Sciences

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There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

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Using games for language learning in the age of social distancing

Cited by 24 publications

References 4 publications

Innovation on Education and Social Sciences

Innovation on Education and Social Sciences

Implementasi Pembelajaran Bahasa Indonesia menggunakan Model Flipped Classroom Berbasis Pembelajaran Online

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

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