How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action

2021 ◽  
Vol 53 (1) ◽  
pp. 29-52
Author(s):  
Anne M. Lawrence ◽  
Michael B. Sherry
Keyword(s):  
Video Games ◽  
Reading Instruction ◽  
Video Game ◽  
English Language ◽  
Educational Games ◽  
Seventh Graders ◽  
Environmental Disaster ◽  
Secondary English ◽  
False Sense ◽  
Rhetorical Situations

Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.

scholarly journals INFLUENCE OF VIDEO GAMES ON THE ACQUISITION OF THE ENGLISH LANGUAGE

Verbum ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. 112
Author(s):  
Domas Rudis ◽  
Svetozar Poštić
Keyword(s):  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
Video Game ◽  
English Language ◽  
Game Playing ◽  
Video Game Playing ◽  
English Classes ◽  
The Media

In the past decade or two, there has been an obvious increase in the number of school children profici­ent in English. One of the reasons is the number of English classes per week, but even more important­ly, it is the influence of the media. Students are greatly exposed to video games. In this paper, a survey was conducted in order to find the connection between video-game playing and English proficiency. Ninety six students filled out the survey answering a range of question on the quantity and quality of their video game playing. The conclusion drawn was that video games have a profound impact on language learning. The areas of most benefit were vocabulary and pronunciation. As a form of highly desirable entertainment, video games provide a positive and motivating atmosphere, which is perfect for adopting a foreign language.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

PROBLEMS OF TRANSLATION ADAPTATION OF ENGLISH-LANGUAGE GAMING AAA PROJECTS

2021 ◽  
Vol 3 (102) ◽  
pp. 143-153
Author(s):  
OLGA V. EPSHTEIN
Keyword(s):  
Video Games ◽  
Video Game ◽  
English Language ◽  
Gaming Industry ◽  
Individual Approach ◽  
Free Translation ◽  
Video Game Content ◽  
Problems Of Translation

The article examines the problems of translation adaptation when localizing high-budget AAA-class video games. The author considers the chosen specialized field as a new discursive genre, identifies verbal components of video game content, and classifies denotative, linguistic and pragmatic violations in the translation of the studied video game projects. Based on the results of the study, the solution to the problem of making an error-free translation is seen in an individual approach; the ways to improve the translation localization of the final product of gaming industry are proposed.

Enhancing Adaptive Learning and Assessment in Virtual Learning Environments with Educational Games

2013 ◽  
pp. 578-597
Author(s):  
Ángel del Blanco ◽  
Javier Torrente ◽  
Pablo Moreno-Ger ◽  
Baltasar Fernández-Manjón
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Adaptive Learning ◽  
Educational Games ◽  
Digital Games ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Student Centered ◽  
Adventure Game

The rising acceptance of Virtual Learning Environments (VLE) in the e-Learning field poses new challenges such as producing student-centered courses that can be automatically tailored to each student's needs. For this purpose digital games can be used, taking advantage of their flexibility (good video games always try to adapt to different players) and capabilities to stealthily track players' activity, either for producing an accurate user model or enhancing the overall assessment capabilities of the system. In this chapter, the authors discuss the integration of digital games in Virtual Learning Environments and the need of standards that allow the interoperable communication of games and VLE. Authors also present a middle-ware architecture to integrate video games in VLEs that addresses the technical barriers posed by the integration. The chapter presents a case study with the implementation of the architecture in the “e-Adventure” game authoring platform, along with three examples of video game integration in educational settings.

scholarly journals The Influence of Online Games on Learning English Vocabulary in High Schools in Bosnia and Herzegovina

2021 ◽  
Vol 1 (1) ◽  
pp. 28-37
Author(s):  
Adela Mašić ◽  
Aida Tarabar
Keyword(s):  
High School Students ◽  
Video Games ◽  
Language Learning ◽  
Language Proficiency ◽  
Video Game ◽  
English Language ◽  
School Students ◽  
The Media ◽  
Great Exposure

In the last couple of years, there has been an obvious increase in the number of school children proficient in English. One of the main reasons is the influence of the media, as well as students’ great exposure to video games. The aim of this study was to investigate the connection between video-game playing and English language proficiency based on age, gender and latest grade in English language. A questionnaire was completed by 71 middle and high school students answering a range of questions on the quantity and quality of the video game they play. The results showed that video games have a great impact on language learning, as well as that vocabulary and communication are areas of most benefit. Therefore, as a form of highly desirable entertainment, video games provide a positive and motivating atmosphere which is perfect for adopting a foreign language and may have positive impacts on obtaining and improving vocabulary.

Blending Video Games Into Language Learning

2019 ◽  
pp. 1652-1668
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

Enhancing Adaptive Learning and Assessment in Virtual Learning Environments with Educational Games

2012 ◽  
pp. 144-163 ◽  
Author(s):  
Ángel del Blanco ◽  
Javier Torrente ◽  
Pablo Moreno-Ger ◽  
Baltasar Fernández-Manjón
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Adaptive Learning ◽  
Educational Games ◽  
Digital Games ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Student Centered ◽  
Adventure Game

The rising acceptance of Virtual Learning Environments (VLE) in the e-Learning field poses new challenges such as producing student-centered courses that can be automatically tailored to each student’s needs. For this purpose digital games can be used, taking advantage of their flexibility (good video games always try to adapt to different players) and capabilities to stealthily track players’ activity, either for producing an accurate user model or enhancing the overall assessment capabilities of the system. In this chapter, the authors discuss the integration of digital games in Virtual Learning Environments and the need of standards that allow the interoperable communication of games and VLE. Authors also present a middle-ware architecture to integrate video games in VLEs that addresses the technical barriers posed by the integration. The chapter presents a case study with the implementation of the architecture in the “e-Adventure” game authoring platform, along with three examples of video game integration in educational settings.

Youth and Video Games

2013 ◽  
Vol 221 (2) ◽  
pp. 98-106 ◽  
Author(s):  
Michael A. Evans ◽  
Anderson Norton ◽  
Mido Chang ◽  
Kirby Deater-Deckard ◽  
Osman Balci
Keyword(s):  
Video Games ◽  
Video Game ◽  
Educational Games ◽  
Game Play ◽  
Mathematics Proficiency ◽  
Video Game Play ◽  
Positive Effects ◽  
Mathematics Educators ◽  
Middle School Youth ◽  
School Youth

Recent research suggests that video games and social media may influence youths’ lives in ways that deserve attention from psychologists, mathematics educators, and learning scientists. For example, positive effects on engagement, which can increase probability of mathematics proficiency, have been reported in the literature. We examine this issue with emphasis on the effects of video game play on youth learning and engagement; what features, attributes, and mechanisms of video games have been identified as most salient for these factors; and how scholarship in the domain might design more rigorous studies to determine the effects of video game play on learning, achievement, and engagement. We include a description of our work developing educational games for middle school youth struggling to become algebra-ready.

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