scholarly journals Strong Shot, a Student Centred Designed Videogame for Learning English Vocabulary

2021 ◽  
Vol 3 (3) ◽  
pp. 29-43
Author(s):  
E. Gamboa ◽  
M. Trujillo ◽  
D. Chaves
Keyword(s):  
Secondary Students ◽  
Video Game ◽  
Crucial Role ◽  
Digital Natives ◽  
Active Participation ◽  
Intended Audience ◽  
Good Story ◽  
New Strategies ◽  
Learning English

Most of current vocabulary games are simplistic and do not meet student’s game preferences. Students are considered digital natives since they have grown up among technology. Thus, they have other preferences that past generations did not have. Consequently, a student centred video game may be a suitable methodology for learning English while meeting those preferences and needs. This paper presents a student centred designed video game as a strategy for learning and rehearsing English vocabulary and shows the process of development based on the active participation of a group of secondary students. Furthermore, a game experience evaluation conducted involving a second group of secondary students is presented. The evaluation confirmed that besides a good story, video game aesthetics also play a crucial role to motivate and engage students. The evaluation also showed that new strategies to present game story should be considered, since intended audience has a very limited English knowledge.

scholarly journals Carrot or stick?: an investigation into motivation orientations in learning English among Hong Kong Chinese students

2010 ◽  
Vol 10 (1) ◽  
pp. 71-87
Author(s):  
Ruth Wong
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Intrinsic Motivation ◽  
Secondary Students ◽  
Chinese Students ◽  
Theoretical Framework ◽  
Hong Kong Chinese ◽  
Student Groups ◽  
Upper Secondary ◽  
Learning English

This paper publishes the results of a study of Hong Kong Chinese upper secondary students (Form 4 and Form 6) regarding their motivation orientations for learning English. The study analysed male and females student groups using Gardner and Lambert's (1972) 'extrinsic and intrinsic motivation' theoretical framework in order to elicit the most revealing results from the data. Findings will have meaningful implications for pedagogy, helping educators identify strategies more appropriate to distinct Chinese-speaking second-language student groups.

scholarly journals How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy

2020 ◽  
Vol 12 (9) ◽  
pp. 3819 ◽  
Author(s):  
Trung Tran ◽  
Manh-Toan Ho ◽  
Thanh-Hang Pham ◽  
Minh-Hoang Nguyen ◽  
Khanh-Linh P. Nguyen ◽  
...  
Keyword(s):  
United Nations ◽  
Secondary Students ◽  
Digital Literacy ◽  
Economic Status ◽  
Digital Natives ◽  
Quality Education ◽  
Asia Pacific ◽  
Digital World ◽  
The United Nations ◽  
Digital Knowledge

As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students.

scholarly journals The representations of LGBTQ themes and individuals in non-fiction young adult literature

2017 ◽  
Vol 12 (2) ◽  
pp. 182-198 ◽  
Author(s):  
John H. Bickford
Keyword(s):  
Secondary Students ◽  
Publication Date ◽  
Trade Books ◽  
Community Interactions ◽  
Intended Audience ◽  
Content Type ◽  
White American ◽  
Non Fiction ◽  
The Social ◽  
Current Events

Purpose Social justice themes permeate the social studies, history, civics, and current events curricula. The purpose of this paper is to examine how non-fiction trade books represented lesbian, gay, bisexual, transsexual, transgender, and queer (LGBTQ) individuals and issues. Design/methodology/approach Trade books published after 2000 and intended for middle grades (5-8) and high school (9-12) students were analyzed. Findings Findings included main characters’ demography, sexuality, and various ancillary elements, such as connection to LGBTQ community, interactions with non-LGBTQ individuals, the challenges and contested terrain that LGBTQ individuals must traverse, and a range of responses to these challenges. Publication date, intended audience, and subgenre of non-fiction – specifically, memoir, expository, and historical text – added nuance to findings. Viewed broadly, the books generally engaged in exceptionalism, a historical misrepresentation, of one singular character who was a gay or lesbian white American. Diverse sexualities, races, ethnicities, and contexts were largely absent. Complex resistance structures were frequent and detailed. Originality/value This research contributes to previous scholarship exploring LGBTQ-themed fiction for secondary students and close readings of secondary level non-fiction trade books.

Employing Co-Design in the Video Game Design Process

2012 ◽  
pp. 1048-1063 ◽  
Author(s):  
Greg Walsh
Keyword(s):  
Social Behavior ◽  
Video Games ◽  
Design Process ◽  
Video Game ◽  
Real World ◽  
Game Design ◽  
New Technologies ◽  
Intended Audience ◽  
Video Game Design ◽  
Design Techniques

Innovative and engaging video games can be created if the target audience is included in the design process. Co-design is the process of working with your intended audience as colleagues in the design of technology. Co-design requires techniques that bring together designers in a way to create new technologies. New design techniques are developed to be used in real-world situations, but they require refinement through their own use. Video games offer technique designers an abundant source of material to design and refine techniques in real-world scenarios. This chapter discusses co-design, and the use of co-design techniques in the design of a serious video game to explore history, to help children be more environmentally minded, and a virtual world that reinforces positive social behavior.

scholarly journals Impact of Learning Content on Secondary Students’ Motivation to Learn English In Lebanese Public Schools: Three Case Studies

2020 ◽  
Vol 1 (2) ◽  
pp. 151-166
Author(s):  
Lama Komayha ◽  
Jihanne Tarhini
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Learning Content ◽  
Mixed Method Design ◽  
Teachers And Students ◽  
High Level ◽  
Level Of Motivation ◽  
Positive Significant Correlation ◽  
Learning English

Purpose: The aim of this research is to investigate the effect of “the learning content” on “students’ motivation” in learning English as a foreign language. Approach/Methodology/Design: A mixed-method design was employed in this study to explore the correlation between the two variables from the perspective of teachers and students. The sample included three secondary public schools in the region of Mount Lebanon. Six classes were examined in each school. Qualitative data was obtained from the interview answers of 18 grade eleven English teachers and 18 one-session class observations in the three schools. Quantitative data was obtained from questionnaires of 355 grade eleven students in the three schools. Findings: Interviews and observations’ content analysis indicated that students show a high level of motivation when they perceive the content as interesting, relevant, and beneficial. Surveys’ SPSS analysis revealed the existence of a strong positive significant correlation between the learning content and students’ motivation. Practical Implications: The study investigates the effect of one of the repeatedly mentioned factors of students’ motivation and demotivation in learning English as a foreign language “the learning content”. Originality/value: It is recommended for teachers and educators to adjust the learning content according to students’ needs and interests in order to create chances of success and achievement for students, build students’ competence, relate students to their society, and allow technology integration.

scholarly journals Methodical recommendations on the use of computer game sims for the development of foreign language lexical skills

2019 ◽  
pp. 26-28
Author(s):  
Tatiana Anatolievna Voskresenskaia
Keyword(s):  
Foreign Language ◽  
Video Game ◽  
Computer Game ◽  
School Curriculum ◽  
Digital Natives ◽  
Lexical Skills

This article deals with the problems of teaching modern English to younger schoolchildren, who are also called «digital natives». Children born with «gadgets in their hands» require the use of new means of teaching a foreign language. Using the video game SIMs as an example, the possibility of involving students in the school curriculum, which helps to increase motivation, interest, and increase the authority of a teacher during lessons, is shown. Of course, this requires specific equipment, and most importantly, the teacher's desire to be on the same wavelengthwith the students.

scholarly journals Labour and the Ecological Critique of Capitalism in Videogames: The Case of Stardew Valley

2020 ◽  
Vol 32 (3) ◽  
pp. 242-266
Author(s):  
A.R. Awagjan ◽  
◽  
A.A. Kalugin ◽  
P.R. Kondrashov ◽  
◽  
...  
Keyword(s):  
Video Game ◽  
Ecological Crisis ◽  
Procedural Rhetoric ◽  
History Of ◽  
Game Industry ◽  
To Come ◽  
Material Conditions ◽  
Political Imaginary ◽  
New Strategies

In this paper we conduct an analysis of the critical narratives of Stardew Valley and compare them to other relevant videogames in order to develop new possibilities for an ecological critique of capitalist extractive econo­mies. Critical narratives of this game are aimed primarily at the alienating conditions of labour and deeply devastating modes of production under capitalism that impact and severely damage the environment. Analysing these narratives, we superimpose the immediate messages of the game with the procedural rhetoric and material conditions of their existence. Over the course of our analysis, we highlight a material-narrative disso­nance which, in the case of Stardew Valley, fails to function as a commu­nicative strategy of the game and remains its mere external contradiction. Although the game’s critical narrative may seem overly utopian and its political imaginary a bit underdeveloped, the game elaborates on concrete ways to tackle the alienation of labour and resolve the ecological crisis. In addition to this, the paper covers the history of the interplay between the video game industry and the field of global ecological crisis research. We compare the attempts to raise awareness of the videogames’ own material­ity that preceded Stardew Valley. We conclude that Stardew Valley utilises the language of sustainable co-existence and wasteless local production, expanding this logic both to the sphere of labour and the spectrum of en­vironmental problems. In the case of ecological critique, some gameplay decisions in Stardew Valley enable us to come up with new strategies aimed at creating critical narratives about the environment in videogames. Thus supplementing Stardew Valley’s findings with critical tropes derived from other games (mainly, Rain World), we were able to gather a set of theoretical instruments that could facilitate the creation of games about ecosystems. Following Donna Haraway’s emphasis on the crucial role of narrative fram­ing (“it matters which stories tell stories”), we highlight new opportunities for the entire medium of videogames.

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