scholarly journals CREATING SENSATION OF LEARNING IN CLASSROOM: USING 'GATHER TOWN' PLATFORM VIDEO GAME-STYLE FOR VIRTUAL CLASSROOM

2021 ◽  
Vol 6 (2) ◽  
pp. 30-43
Author(s):  
Tira Nur Fitria
Keyword(s):  
Language Learning ◽  
Video Game ◽  
English Language ◽  
Virtual Classroom ◽  
Work Activities ◽  
The Real ◽  
Virtual Meeting ◽  
Virtual Class ◽  
Virtual Classes ◽  
Result Analysis

Abstract: Virtual classes have now become commonplace during the COVID-19 pandemic. As time goes by, applications for virtual meetings continue to appear, one of which is Gather Town, which is now widely used and is a tight competitor to Zoom Meeting and Google Meet. Gather Town is a virtual meeting platform designed like a video game. This research is to implement the use of the 'Gather Town' game platform and to find out the student’s perception during the implementation and simulation of Gather Town application as an alternative platform in creating a sensation of English Language Learning (ELL) in the real classroom through virtual class during the pandemic COVID-19. This study uses descriptive qualitative research. The result analysis from observation and interview show that Gather Town has graphics similar to the Harvest Moon game, where students can play one character and can write their name on the top so that the lecturer can see which students are present. The room is designed similar to a classroom, where the lecturer's desk is at the front of the classroom. The virtual classroom also has chairs that are neatly lined up like classrooms in the real world. Then when doing group assignments, the student characters will gather at the same table as in a real classroom. They also carry out group work activities as if they were in the classroom. Each group sat in a circle and discussed with one another. The current game may be an alternative design in a virtual classroom. Abstrak: Kelas virtual kini menjadi hal biasa selama pandemi COVID-19. Seiring berjalannya waktu, aplikasi untuk virtual meeting terus bermunculan, salah satunya adalah Gather Town yang kini banyak digunakan dan menjadi pesaing ketat Zoom Meeting dan Google Meet. Gather Town adalah platform pertemuan virtual yang dirancang seperti gim video. Penelitian ini bertujuan untuk mensimulasikan penggunaan platform game 'Gather Town' dan mengetahui persepsi siswa selama simulasi aplikasi Gather Town sebagai platform alternatif dalam menciptakan sensasi Pembelajaran Bahasa Inggris di kelas nyata melalui virtual. kelas selama pandemi COVID-19. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil analisis dari observasi dan wawancara menunjukkan bahwa Gather Town memiliki grafik yang mirip dengan game Harvest Moon, dimana mahasiswa dapat memainkan satu karakter dan dapat menuliskan namanya di bagian atas sehingga dosen dapat melihat mahasiswa mana yang hadir. Tidak hanya itu, ruangannya didesain mirip dengan ruang kelas, dimana meja dosen berada di bagian depan kelas. Ruang kelas virtual juga memiliki kursi yang berjejer rapi seperti ruang kelas di dunia nyata. Kemudian saat mengerjakan tugas kelompok, karakter siswa akan berkumpul di meja yang sama seperti di ruang kelas yang sebenarnya. Mereka juga melakukan kegiatan kerja kelompok seolah-olah berada di dalam kelas. Setiap kelompok duduk melingkar dan berdiskusi satu sama lain. Game saat ini dapat menjadi alternatif desain di kelas virtual.

scholarly journals The Impact of Virtual Classes on Second Language Interaction in the Saudi EFL Context: A Case Study of Saudi Undergraduate Students

2020 ◽  
Author(s):  
Nesreen Alahmadi ◽  
Budoor Muslim Alraddadi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Positive Attitude ◽  
English Language ◽  
Virtual Classroom ◽  
Saudi Students ◽  
L2 Learning ◽  
Virtual Classes ◽  
Preparatory Year ◽  
The Impact

This study was performed to investigate the impact of the virtual classroom on second/foreign language (L2) interaction. A total of 90 Saudi female undergraduate students participated in this study. All participants were enrolled in an English language course in the Preparatory Year Programme (PYP) at a Saudi English Language Centre (ELC), with the English language being taught as a core module in this course. The English language proficiency level of the participants was equal to beginner or low intermediate, which was determined to be the A2 language level of the Common European Framework of Reference for Languages (CEFR). A quantitative research method, a questionnaire was developed with 19 statements to test the hypotheses of this study, which sought to determine whether virtual classes had an effective impact on language interaction and L2 learning, and whether participants had a positive attitude towards interaction and learning via virtual classes. The study revealed that there was a good degree of communication and interaction among Saudi students specifically in virtual classes. Also, participants showed a positive attitude towards using online classes for L2 learning. Thus, implementing virtual classes for language learning and teaching is highly recommend not only in this particular Saudi learning environment, but also across other EFL contexts. The study aspired to answer the following research questions:1. How effective are virtual classes for promoting interaction through the English language in the preparatory year in Saudi Arabia? 2. To what extent can Saudi students use virtual classes for learning English?

scholarly journals The Presence of Learner Identity in Online Classes in UTAS-Rustaq

2021 ◽  
Vol 7 (1) ◽  
pp. 53-69
Author(s):  
Munira Said Al Siyabi ◽  
Dalal Abdullah Al Shekaili
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Virtual World ◽  
English Language ◽  
Virtual Classroom ◽  
Learning Context ◽  
Learner Identity ◽  
University Of Technology ◽  
Virtual Classes ◽  
Group Interviews

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

Determination of Teacher Candidates’ Opinions About The Efficiency of Virtual Classes Used in Distance Education

2016 ◽  
Vol 6 (2) ◽  
pp. 143
Author(s):  
Hafize Keser ◽  
Huseyin Bicen ◽  
Semih Caliskan
Keyword(s):  
Distance Education ◽  
Teacher Candidates ◽  
Virtual Classroom ◽  
Spring Semester ◽  
Virtual Class ◽  
Virtual Classes ◽  
The Subject ◽  
Materials Used ◽  
Academic Year

This study was aimed to determine the teacher candidates’ opinions about the efficiency of virtual classes. 173 voluntary teacher candidates who receive distance education at Near East University participated in this research. This research was conducted in the spring semester of 2014-2015 academic year. The results of 5-point Likert-type Scale which was developed by the researchers were analyzed with SPSS program. When the results of the research were analyzed, it was revealed that teacher candidates who receive distance education reported that, virtual classes are effective in learning, being in the virtual classes at the same time with their teachers increase the students’ interests in the lecture, the materials used in the lectures are more effective for students to understand the subject, the students get opinions from their classmates by making their presentations through file sharing in virtual class setting and this leads to a significant contribution to their learning. Keywords: distance learning, virtual classroom, bigbluebutton 

Determination of teacher candidates’ opinions about the efficiency of virtual classes used in distance education

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Hafize Keser ◽  
Huseyin Bicen ◽  
Semih Caliskan
Keyword(s):  
Distance Education ◽  
Teacher Candidates ◽  
Virtual Classroom ◽  
Spring Semester ◽  
Virtual Class ◽  
Virtual Classes ◽  
The Subject ◽  
Materials Used ◽  
Academic Year

This study was aimed to determine the teacher candidates’ opinions about the efficiency of virtual classes. 173 voluntary teacher candidates who receive distance education at Near East University participated in this research. This research was conducted in the spring semester of 2014-2015 academic year. The results of 5-point Likert-type Scale which was developed by the researchers were analyzed with SPSS program. When the results of the research were analyzed, it was revealed that teacher candidates who receive distance education reported that, virtual classes are effective in learning, being in the virtual classes at the same time with their teachers increase the students’ interests in the lecture, the materials used in the lectures are more effective for students to understand the subject, the students get opinions from their classmates by making their presentations through file sharing in virtual class setting and this leads to a significant contribution to their learning.Keywords: distance learning, virtual classroom, bigbluebutton

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.

On virtual classes and real numbers

1950 ◽  
Vol 15 (2) ◽  
pp. 131-134
Author(s):  
R. M. Martin
Keyword(s):  
Standard Procedure ◽  
Homogeneous System ◽  
Alternative Methods ◽  
Natural Numbers ◽  
Real Numbers ◽  
The Real ◽  
Virtual Class ◽  
Virtual Classes ◽  
Main Ideas

In a simple, applied functional calculus of first order (i.e., one admitting no functional variables but at least one functional constant), abstracts or schematic expressions may be introduced to play the role of variables over designatable sets or classes. The entities or quasi-entities designated or quasi-designated by such abstracts may be called, following Quine, virtual classes and relations. The notion of virtual class is always relative to a given formalism and depends upon what functional constants are taken as primitive. The first explicit introduction of a general notation for virtual classes (relative to a given formalism) appears to be D4.1 of the author's A homogeneous system for formal logic. That paper develops a system admitting only individuals as values for variables and is adequate for the theory of general recursive functions of natural numbers. Numbers and functions are in fact identified with certain kinds of virtual classes and relations.In the present paper it will be shown how certain portions of the theory of real numbers can be constructed upon the basis of the theory of virtual classes and relations of H.L.The method of building up the real numbers to be employed is essentially an adaptation of standard procedure. Although the main ideas underlying this method are well known, the mirroring of these ideas within the framework of the restricted concepts admitted here presents possibly some novelty. In particular, a basis for the real numbers is provided which in no way admits classes or relations or other "abstract" objects as values for variables. Presupposing the natural numbers, the essential steps are to construct the simple rationals as virtual dyadic relations between natural numbers, to construct the generalized or signed rationals as virtual tetradic relations among natural numbers, and then to formulate a notation for real numbers as virtual classes (of a certain kind) of generalized rationals. Of course, there are several alternative methods. This procedure, however, appears to correspond more to the usual one.

scholarly journals An Adaptive and Interactive Educational Game Platform for English Learning Enhancement using AI and Chatbot Techniques

2021 ◽  
Author(s):  
Yichen Liu ◽  
Jonathan Sahagun ◽  
Yu Sun
Keyword(s):  
Video Game ◽  
Real World ◽  
English Language ◽  
Educational Game ◽  
English Learning ◽  
Learning Enhancement ◽  
The Real ◽  
Natural Conversation ◽  
Free Moment ◽  
Game Platform

As our world becomes more globalized, learning new languages will be an essential skill to communicate across countries and cultures and as a means to create better opportunities for oneself [4]. This holds especially true for the English language [5]. Since the rise of smartphones, there have been many apps created to teach new languages such as Babbel and Duolingo that have made learning new languages cheap and approachable by allowing users to practice briefly whenever they have a free moment for. This is where we believe those apps fail. These apps do not capture the interest or attention of the user’s for long enough for them to meaningfully learn. Our approach is to make a video game that immerses our player in a world where they get to practice English verbally with NPCs and engage with them in scenarios they may encounter in the real world [6]. Our approach will include using chatbot AI to engage our users in realistic natural conversation while using speech to text technology such that our user will practice speaking English [7].

scholarly journals Saudi University Students’ Perceptions towards Virtual Education During Covid-19 Pandemic: A Case Study of Language Learning via Blackboard

2020 ◽  
Author(s):  
Haifa Al-Nofaie
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
Virtual Education ◽  
Bachelor Of Arts ◽  
Virtual Classes ◽  
Research Findings ◽  
Learning Logs ◽  
Near Future

Following the spread of COVID-19, many parts of the world have fully shifted to virtual education. Issues regarding students’ readiness for this mode of education have been the main concerns in countries where students are not used to virtual classes. This article presents a case study that investigated the perceptions of Saudi university students towards learning via Blackboard, during the unusual mode of delivering education caused by Covid-19. The aim was to identify the merits and challenges of online learning in order to understand the students’ learning experiences during the pandemic period and suggest practical solutions. The participants were 25 university students majoring in the English language at the bachelor of arts level. The instructor (the author) taught them classes on morphology. Based on an analysis of the students’ learning logs, the students preferred the asynchronous environment to the synchronous one due to its flexibility. However, unlike research findings identified in relevant studies on virtual education for language learning, the present study reveals that virtual education is not always appealing for students. This study is one of the few studies that compare the synchronous and asynchronous aspects of BB in the Arabian contexts. It is hoped that this study will help university authorities to set out more practical educational plans in the case of emergencies. Also, this study will inform the practices of university instructors and designers of professional development courses in the near future.

scholarly journals The Presence of Learner Identity in Online Classes in UTAS-Rustaq

2021 ◽  
Author(s):  
Munira Said Al Siyabi ◽  
Dalal Abdullah Al Shekaili
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Virtual World ◽  
English Language ◽  
Virtual Classroom ◽  
Learning Context ◽  
Learner Identity ◽  
University Of Technology ◽  
Virtual Classes ◽  
Group Interviews

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

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