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Developing English language teaching metaphorical associative cards (ELTMAC): Complete report ...
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| 2 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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Cogna/te/do/to: How to Use Cognates in English, Spanish, and Portuguese
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In: Creative Components (2018)
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| 4 |
Creating Artful Thinkers - Transforming Research into Practice, Onsite to Online Learning
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In: ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens (2018)
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| 5 |
Educating Incarcerated Youth In Illinois: A Blended Learning Model
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In: Dissertations (2017)
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| 6 |
Quizlet: Penggunaan Aplikasi Smartphone untuk Siswa dalam Mendukung Mobile Learning ...
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| 7 |
Applying Encoding and Retrieval Techniques to Chinese Rhyme Reading in Advanced Placement Chinese Instruction
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In: The Nebraska Educator: A Student-Led Journal (2017)
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| 8 |
Developing Blended Learning in Library Instruction to Cultivate Research and Critical Thinking Skills in the Undergraduate Student Population
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In: Georgia International Conference on Information Literacy (2016)
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| 9 |
"Stonewall Jackson Is a Unicorn" And "Dixieland DubStep": Creating Middle School Communities That Foster Multimodal Artistic Expressions Based on the American Civil War
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In: Curriculum Studies Summer Collaborative (2016)
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| 10 |
Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs
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In: FIU Electronic Theses and Dissertations (2016)
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| 11 |
Not Created Equal: The Effectiveness of Two Types of Educational Computer Games
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In: Dissertations (2016)
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Abstract:
The purpose of the study is to compare two types of educational video games based on Malone’s (1984) theory of challenge, curiosity, and fantasy. The participants were 136 students from a community college in the southeastern United States. The study used a quantitative approach with participants randomly divided into two groups, one playing each of the two games. Participants were given a brief introduction to a list of French phrases and words, took a pre-test, played the selected game, and then took a post-test to assess content knowledge gain. Brockmyer et al.’s (2009) Game Engagement Questionnaire was used to assess game engagement, a demographic questionnaire to address whether gender, minority status, or socio-economic status affected content knowledge or engagement, and an open-ended question to allow for any additional responses. MANCOVA and follow-up ANCOVA found no significant differences in content knowledge gain or engagement between participants playing the two games, regardless of gender, minority status, or socio-economic status. Additionally, there were no significant differences between pre-test and post-test scores, indicating that neither game proved effective for teaching the material. Although not effective as a teaching tool, the games could be a tool for study and practice to reinforce material that had already been introduced. Additionally, the difficulty of the games may have frustrated the participants, causing them to learn less and eliminating any differences in engagement. Implications for educators include the importance of providing ample practice time to learn the mechanics of learning games, providing sufficient time or repeated exposure to learning games for them to be effective, reserving drill-and-practice games for reinforcement rather than teaching, and ensuring that games’ difficulties are in line with student expectations and abilities. Further research could be conducted comparing two short casual games played repeatedly over the course of a semester comparing multiple class sections, testing a multi-platform mobile game for effectiveness and participants’ willingness to play outside of class time, comparing two longer-playing, user-directed games of the sort championed by Gee (2005) and Harel and Papert (1991), or comparing shorter, casual learning games to longer, in-depth learning games.
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Keyword:
and Multicultural Education; Bilingual; computer games; Curriculum and Instruction; digital games; Educational Methods; foreign language learning; Instructional Media Design; Malone; Multilingual; Other Education; serious learning games; video games
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URL: https://aquila.usm.edu/cgi/viewcontent.cgi?article=1335&context=dissertations
https://aquila.usm.edu/dissertations/318
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| 12 |
Bailamos Juntos: Salsa en los E.E.U.U. y el Mundo
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In: First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience (2015)
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| 13 |
A Case Study Investigating the Impact of a Blended International Partnership on Perceptions of Learning and Global Mindedness in a North Carolina High School
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In: Doctoral Dissertations and Projects (2014)
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| 14 |
Mobiles for Reading: A Landscape Research Review
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In: Working Papers (Literacy.org) (2014)
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| 15 |
Designing Online Strategy Instruction for Integrated Vocabulary Depth of Knowledge and Web-based Dictionary Skills
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In: English Publications (2013)
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| 16 |
The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies
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In: FIU Electronic Theses and Dissertations (2013)
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| 17 |
Technology and Mother-Tongue Literacy in Southern India: Impact Studies among Young Children and Out-of-School Youth
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In: Journal Articles (Literacy.org) (2010)
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| 18 |
Learning English with The Sims: exploiting authentic computer simulation games for L2 learning
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In: English Publications (2008)
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| 19 |
IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles
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In: Journal Articles (Literacy.org) (2001)
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| 20 |
Authoring System for Courseware Development: What Should Beginners Look For?
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In: English Publications (1986)
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