Linguodidactic potential of educational computer games

2021 ◽  
pp. 58-69
Author(s):  
Bogdan A. Shmelev
Keyword(s):  
Computer Games ◽  
Fairy Tale ◽  
Motor Coordination ◽  
Computer Game ◽  
Educational Process ◽  
Learning Context ◽  
Educational Computer ◽  
Definition Of ◽  
Educational Computer Games ◽  
Positive Effect

The definition of the concept of a computer game and the content of the parameters included in it are given. The types of computer games and how they are used for didactic purposes are considered. The main types of games include: design programs; dramatization (fairy tale con-structors); developing computer programs aimed at developing visually-motor coordination in space; puzzles, games for the development of logical thinking; games for the development of at-tention and memory. The analysis of a number of advantages of computer games in the educational process is carried out. These include the following provisions: a large number of ways to provide information; a positive effect on the motivation and interest of students in the educational process; the variability of the ways in which the problems are solved, as well as control over their solution and formulation; a huge toolkit designed to control the activities of students; a beneficial effect on the development of introspection skills. We also consider the distribution of learning games according to different groups, depending on their nature of activity related to cognition. Game methodology and its basic principles are considered. The main principles are meaningfulness of learning; learning context; multivariance. The main suggestions for the proper use of computer games in the educational process are also considered. The main point will be the emergence of motivation to learn. Two fundamental principles of the motivation phase are also analyzed, which should be considered when choosing a computer game in the educational process. These include such principles of the phases of motivation as: research and culture. An analysis of how to use games, especially their educational part, to ensure a successful educational process is carried out.

What Cognitive Psychology Can Tell Us About Educational Computer Games

2017 ◽  
pp. 1-18
Author(s):  
Michael K. Gardner ◽  
David L. Strayer
Keyword(s):  
Computer Games ◽  
Cognitive Abilities ◽  
Game Design ◽  
Computer Game ◽  
Video Gaming ◽  
Training Environment ◽  
Educational Computer ◽  
Target Environment ◽  
Game Developers ◽  
Educational Computer Games

Developers of educational computer games often have incomplete knowledge of the cognitive abilities of learners, yet this knowledge can be useful in informing game design. This chapter reviews two important cognitive abilities that underlie learning: working memory and attentional capacity/executive function. From a description of the developmental course of each ability, we derive a set of recommendations for game developers to follow when designing games for learners of different ages. The chapter next reviews the psychology of transfer of training, including two major theories on the issue. The doctrine of identical elements appears to give the better description of how transfer occurs from training environment (the educational computer game) to target environment (real world performance of the learned skill). It is recommended that games embody, as closely as possible, the end behavior they hope to produce, as this will produce maximal transfer. Finally, we review some controversial research demonstrating distant transfer in computer video gaming.

What Cognitive Psychology Can Tell Us About Educational Computer Games

2021 ◽  
pp. 399-416
Author(s):  
Michael K. Gardner ◽  
David L. Strayer
Keyword(s):  
Computer Games ◽  
Cognitive Abilities ◽  
Game Design ◽  
Computer Game ◽  
Video Gaming ◽  
Training Environment ◽  
Educational Computer ◽  
Target Environment ◽  
Game Developers ◽  
Educational Computer Games

Developers of educational computer games often have incomplete knowledge of the cognitive abilities of learners, yet this knowledge can be useful in informing game design. This chapter reviews two important cognitive abilities that underlie learning: working memory and attentional capacity/executive function. From a description of the developmental course of each ability, we derive a set of recommendations for game developers to follow when designing games for learners of different ages. The chapter next reviews the psychology of transfer of training, including two major theories on the issue. The doctrine of identical elements appears to give the better description of how transfer occurs from training environment (the educational computer game) to target environment (real world performance of the learned skill). It is recommended that games embody, as closely as possible, the end behavior they hope to produce, as this will produce maximal transfer. Finally, we review some controversial research demonstrating distant transfer in computer video gaming.

Development of lexical speech skills of high school students based on educational computer games

2021 ◽  
pp. 97-103
Author(s):  
Bogdan A. Shmelev
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Computer Games ◽  
Positive Influence ◽  
Educational Process ◽  
School Students ◽  
Educational Computer ◽  
Lexical Skills ◽  
Educational Computer Games

The purpose of the study is to substantiate the didactic potential of educational computer games in the development of lexical speech skills in high school students. We analyze the basic skills that are formed in the study of vocabulary. The basic lexical skills and their division into productive and receptive skills are considered. The analysis of the basic principles under which the process of learning foreign words takes place is carried out. The main advantages associated with learning vocabulary using computer games are considered. These include: encouraging creativity, the ability to create teamwork, easy adaptation for all ages and all language levels. The reasons for the growing popularity of games are analyzed in the context of training. These reasons include: in-terest that students have in class through games; beneficial effect on the educational process; the emergence of a need to create such a learning environment; the emergence of skills of independent work. Scientific novelty consists in the generalization of the experience of teaching vocabulary based on computer games. We also analyze the main advantages associated with teaching foreign language vocabulary to high school students using computer games and consider the reasons for the growth in popularity of games in the context of foreign languages teaching. As a result, a conclusion is made about the positive influence of computer games in foreign language teaching and improving the lexical skills of high school students.

scholarly journals Evaluating Multiple Aspects of Educational Computer Games: Literature Review and Case Study

2014 ◽  
Vol 2014 ◽  
pp. 1-12 ◽  
Author(s):  
Juvane Nunes Marciano ◽  
Leonardo Cunha de Miranda ◽  
Erica Esteves Cunha de Miranda
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Computer Games ◽  
Evaluation Method ◽  
Educational Games ◽  
Computer Game ◽  
Educational Computer ◽  
Educational Computer Game ◽  
Educational Computer Games

Evaluation is an important step in the life cycle of software, once through this practice it is possible to find issues that could compromise the user experience. With educational computer games, the same rule is applied. The use of educational games is increasing, and it is important to verify these tools to provide users with the most adequate learning environments. This verification can be made through the evaluation of multiple aspects of these tools. This work presents a literature review about evaluation of multiple aspects of software, followed by a more specific review focused on multiple aspects of educational computer games. Then, a case study is presented, in which an evaluation method is applied with an educational computer game, aiming to verify the positives and the issues to be improved in the game. The reviews and the description of the process to use the method intend to help and guide other researchers to choose evaluation methods that can fit their own context and needs.

scholarly journals ФОРМУВАННЯ ЛЕКСИЧНОЇ КОМПЕТЕНТНОСТІ УЧНІВ ЗАСОБАМИ КОМП’ЮТЕРНИХ ІГОР У НАВЧАННІ УКРАЇНСЬКОЇ МОВИ

2018 ◽  
Vol 63 (1) ◽  
pp. 47
Author(s):  
Oksana A. Kucheruk
Keyword(s):  
Professional Education ◽  
Computer Games ◽  
Cognitive Activity ◽  
Language Education ◽  
Learning System ◽  
Quality Level ◽  
Motivation For Learning ◽  
Educational Computer ◽  
Lexical Competence ◽  
Educational Computer Games

The article deals with the problem of forming the lexical competence of younger teenage pupils with the use of computer games in the process of learning the Ukrainian language, the ways of its solution and the corresponding methodical recommendations are offered. The importance of creating and using computer games in order to improve the quality level of Ukrainian-language education is substantiated. The essence of the concepts of «lexical competence», «educational computer game» is specified. On the basis of analysis of scientific works, synthesis of educational and methodological ideas, generalization of own experience of pedagogical work the conditions of effective use of educational computer games within the limits of Ukrainian-language education are determined. It has been established that the integration of computer games into the traditional Ukrainian language learning system helps to provide internal motivation for learning, activating pupils ‘cognitive activity, forming general and substantive competencies. It is emphasized that the effectiveness of educational computer games in the language training of students depends on the level of professional education, ICT competence and linguodidactic skill of a teacher-translator. The educational potential of an interactive educational game complex is described, which is to stimulate interest in teaching the Ukrainian language and creates opportunities for the formation of lexical competence on the basis of electronic linguodidactics.

Practical barriers in using educational computer games

2004 ◽  
Vol 12 (1) ◽  
pp. 18-21 ◽  
Author(s):  
Simon Egenfeldt‐Nielsen
Keyword(s):  
Computer Games ◽  
Educational Setting ◽  
Time Schedule ◽  
Technical Problems ◽  
Teacher Background ◽  
Physical Setting ◽  
Educational Computer ◽  
The Subject ◽  
Strategy Game ◽  
Educational Computer Games

This paper outlines the barriers for using computer games in an educational setting by drawing on a study of a two‐month history course with the historical strategy game Europa Universalis II. The paper draws on the limited earlier literature on the subject to identify classic areas of difficulty. Some of these are time schedule, physical setting, class expectations, teacher background, genre knowledge, technical problems, experience with group work, teacher preparation, perception of games, class size, priority issue. It is concluded that these factors add up to a tremendous workload on teachers that wish to engage with educational computer games and demands that the teacher possesses a variety of skills.

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