Investigating the Impact of Integrating Vocabulary Exercises Into an Adventure Video Game on Second Vocabulary Learning

2020 ◽  
pp. 073563312096375
Author(s):  
Hao-Jan Howard Chen ◽  
Hsiao-Ling Hsu ◽  
Zhi-Hong Chen ◽  
Andrew G. Todd
Keyword(s):  
Video Games ◽  
Learning Environment ◽  
Video Game ◽  
Computer Games ◽  
Vocabulary Learning ◽  
New Words ◽  
Adventure Game ◽  
Post Test ◽  
Game Developers ◽  
The Impact

Many studies have found that computer video games can offer a facilitative vocabulary learning environment. Among different types of computer games, adventure games have received much attention because of their rich input and immersive learning environment. However, some researchers have indicated that because of the characters’ fast-talking speed and many new vocabulary, more lexical supports should be provided in the games. This study thus developed an adventure game with two versions. One version was an adventure game and the other was the same game supported with vocabulary exercises. Two classes were randomly assigned to play two versions of the game and to take a pre-test, post-test, and delayed post-test. A survey was also conducted to investigate the participants’ perceptions. The results showed that both groups acquired new words, but the experimental group performed significantly better in both the immediate and delayed post-tests. These findings indicated that the adventure game alone can help participants acquire new words. However, the inclusion of word-focused exercises further helped learners retain more new words. Thus, it is suggested that game developers can incorporate word-focused exercises into video games. The additional exercise can allow learners to benefit from both implicit and explicit vocabulary learning.

scholarly journals Computer games and creativity: the positive aspects and negative trends

2017 ◽  
Vol 6 (4) ◽  
pp. 29-40 ◽  
Author(s):  
N.V. Bogacheva ◽  
A.E. Voiskounsky
Keyword(s):  
Video Games ◽  
Video Game ◽  
Computer Games ◽  
Cognitive Abilities ◽  
Visual Information ◽  
Research Data ◽  
Game Playing ◽  
Video Game Playing ◽  
The Subject ◽  
The Impact

The article is aimed at analysis of current studies of the link between video games experience and creativity. The impact of video game playing on the psychological specificity of gamers has repeatedly become a subject of many studies, though higher-level cognitive abilities, such as creativity, were rarely the subject of interest, remaining unexplored in the context of video games. Contrary to the earlier predictions that the increased amount of «readymade» visual information will reduce the imaginative ability, most of the current works show positive links between some types of creativity (in particular — visual) and playing video games. The latter becomes not only a source of inspiration but also a platform for creative realization. Many authors draw attention to possible negative aspects of creativity, in particular, the possibility of its antisocial applications. In this regard, the importance of studying the aggressiveness and empathy of computer players is increasing but the research data in this area is particularly contradictory.

scholarly journals IMPACT OF COMPUTER GAMES ON STUDENTS

2020 ◽  
Vol 5 (6) ◽  
pp. 24-29
Author(s):  
Vishal Thelkar
Keyword(s):  
High School Students ◽  
Video Games ◽  
Video Game ◽  
Computer Games ◽  
Social Contact ◽  
Antisocial Behaviour ◽  
Computer Gaming ◽  
School Students ◽  
Interactive Nature ◽  
The Impact

Computer and video game has gain enough popularity among teenagers also in children which is alarming and raised concern about the impact it may have on the youngsters. The games have violent themes, coupled with their interactive nature, have led to accusations that they may be worse than televised violence in affecting children's antisocial behaviour. Addiction is one of the reason it might hamper the effect on health. Other allegations are that they have an addictive quality and that excessive playing results in a diminished social contact and poorer school performance. But how bad are video games? There are strong methodological reasons for not accepting the evidence for video games effects at face value This research focuses on what are the views of people towards the computer gaming and to identify the actual effects of computer games on high school students. This paper covers earlier studies on the same topic and their findings in literature survey To reach to the objective, responses from significant no of people taken with systematic design of questionnaire. At the end it covers and conclude the relation of different variables & the effect of games on students.

scholarly journals Girls and Assassin’s Creed

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Veronique Bailey
Keyword(s):  
Social Justice ◽  
Video Games ◽  
Video Game ◽  
User Satisfaction ◽  
Interaction Design ◽  
Adventure Game ◽  
The Impact

Assassins Creed is one of the top selling video game franchises], as such it has a marked impact on the worldwide culture of gaming. As interaction designers we have to evaluate the impact that video games have on their users. One way that we can do that is by taking a more feminist approach; feminism naturally goes hand in hand with interaction design as it refers to fulfillment, identity, equity, empowerment and social justice. In this paper I evaluate the user satisfaction of female users as they play Assassin’s Creed (An Action Adventure game) in terms of evaluating their levels of fulfillment, identity, equity and empowerment. 

scholarly journals Top 10 video game cases (US): how video game litigation in the US has evolved since the advent of Pong

2018 ◽  
Vol 1 (2) ◽  
pp. 89-102
Author(s):  
Ross Dannenberg ◽  
Josh Davenport
Keyword(s):  
United States ◽  
Video Games ◽  
Video Game ◽  
The United States ◽  
Fair Use ◽  
Legal Limits ◽  
Art Form ◽  
The Us ◽  
Game Developers ◽  
The Impact

Video game litigation in the United States is neither new nor infrequent, and video game developers can learn valuable lessons from cases won, and lost, by others before them. This article examines the evolution of United States intellectual property law from historically narrow roots to classifying video games as an art form deserving broad free speech protection. This article examines seminal cases in a variety of IP areas, including not only copyrights, but also reverse engineering, derivative works, patents, trademarks, rights of publicity, the Digital Millennium Copyright Act, contracts, and freedom of speech. These cases explore the factual and legal limits of American jurisprudence in video game law, including how one's own expression can be limited by the rights of others, permissible and fair use and of others' IP, and the impact these cases have had in the industry. As video games have leveled up into a multi-billion dollar industry, the law has leveled up, too, and this article is the primer you need to level up with it.

scholarly journals DEVELOPING STUDENTS’ VOCABULARY MASTERY THROUGH VIDEO GAME

2018 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Dian Saputra
Keyword(s):  
Experimental Study ◽  
Video Games ◽  
Video Game ◽  
T Test ◽  
Post Test ◽  
The Mean ◽  
The Impact

 The objective of this study was trying to analyze the impact of using video game in developing student’s vocabulary mastery. The method of this study was quantitative. The design of the research was based on the experimental study. Pre-test and post-test was given to 37 students of class H fifth semester of Sorong Muhammadiyah University. Score of the test was divided into five categories, they were very good, good, fairly, poor and very poor. The mean score of pre-test was 6, 51 in fairly category and the mean score of post-test was 8, 5 in very good category. It showed that the mean score of test after given the treatment was higher than test before given the treatment. The result of the t-test showed that played video games gave a significant effect on the students’ vocabulary mastery. The result of t-test was higher than t table (8, 96 > 1.68830).

scholarly journals Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

2018 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shiping Duan
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Multiple Choice ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
New Words ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Knowledge Scale

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

scholarly journals Using video games for volcanic hazard education and communication: an assessment of the method and preliminary results

2016 ◽  
Vol 16 (7) ◽  
pp. 1673-1689 ◽  
Author(s):  
Lara Mani ◽  
Paul D. Cole ◽  
Iain Stewart
Keyword(s):  
Video Games ◽  
Video Game ◽  
Volcanic Hazard ◽  
Pyroclastic Flows ◽  
Concept Design ◽  
Preliminary Results ◽  
Ash Fall ◽  
Post Test ◽  
Hazard Education ◽  
Sound Foundation

Abstract. This paper presents the findings from a study aimed at understanding whether video games (or serious games) can be effective in enhancing volcanic hazard education and communication. Using the eastern Caribbean island of St. Vincent, we have developed a video game – St. Vincent's Volcano – for use in existing volcano education and outreach sessions. Its twin aims are to improve residents' knowledge of potential future eruptive hazards (ash fall, pyroclastic flows and lahars) and to integrate traditional methods of education in a more interactive manner. Here, we discuss the process of game development including concept design through to the final implementation on St. Vincent. Preliminary results obtained from the final implementation (through pre- and post-test knowledge quizzes) for both student and adult participants provide indications that a video game of this style may be effective in improving a learner's knowledge. Both groups of participants demonstrated a post-test increase in their knowledge quiz score of 9.3 % for adults and 8.3 % for students and, when plotted as learning gains (Hake, 1998), show similar overall improvements (0.11 for adults and 0.09 for students). These preliminary findings may provide a sound foundation for the increased integration of emerging technologies within traditional education sessions. This paper also shares some of the challenges and lessons learnt throughout the development and testing processes and provides recommendations for researchers looking to pursue a similar study.

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals Quantifying and contextualizing the impact of bioRxiv preprints through automated social media audience segmentation

2020 ◽  
Author(s):  
Jedidiah Carlson ◽  
Kelley Harris
Keyword(s):  
Social Media ◽  
Video Game ◽  
Research Evaluation ◽  
Right Wing ◽  
Religious Groups ◽  
Audience Segmentation ◽  
Social Media Platforms ◽  
Game Developers ◽  
The Impact ◽  
Media Audience

AbstractEngagement with scientific manuscripts is frequently facilitated by Twitter and other social media platforms. As such, the demographics of a paper’s social media audience provide a wealth of information about how scholarly research is transmitted, consumed, and interpreted by online communities. By paying attention to public perceptions of their publications, scientists can learn whether their research is stimulating positive scholarly and public thought. They can also become aware of potentially negative patterns of interest from groups that misinterpret their work in harmful ways, either willfully or unintentionally, and devise strategies for altering their messaging to mitigate these impacts. In this study, we collected 331,696 Twitter posts referencing 1,800 highly tweeted bioRxiv preprints and leveraged topic modeling to infer the characteristics of various communities engaging with each preprint on Twitter. We agnostically learned the characteristics of these audience sectors from keywords each user’s followers provide in their Twitter biographies. We estimate that 96% of the preprints analyzed are dominated by academic audiences on Twitter, suggesting that social media attention does not always correspond to greater public exposure. We further demonstrate how our audience segmentation method can quantify the level of interest from non-specialist audience sectors such as mental health advocates, dog lovers, video game developers, vegans, bitcoin investors, conspiracy theorists, journalists, religious groups, and political constituencies. Surprisingly, we also found that 10% of the highly tweeted preprints analyzed have sizable (>5%) audience sectors that are associated with right-wing white nationalist communities. Although none of these preprints intentionally espouse any right-wing extremist messages, cases exist where extremist appropriation comprises more than 50% of the tweets referencing a given preprint. These results present unique opportunities for improving and contextualizing research evaluation as well as shedding light on the unavoidable challenges of scientific discourse afforded by social media.

scholarly journals Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1227-1247
Author(s):  
Mohd Haniff Mohd Tahir ◽  
Dianna Suzieanna Mohamad Shah ◽  
Mohamad Syafiq Ya Shak ◽  
Intan Safinas Mohd Ariff Albakri ◽  
Airil Haimi Mohd Adnan
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
English Curriculum ◽  
Explicit Approach ◽  
Interview Session ◽  
Eighth Grade Students ◽  
Post Test ◽  
Esl Learners ◽  
The Impact

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge. 

Sign in / Sign up

Export Citation Format

Share Document