Supporting Foreign Language Vocabulary Learning Through Kinect-Based Gaming

2019 ◽  
pp. 1486-1503
Author(s):  
Mehmet Fatih Urun ◽  
Hasan Aksoy ◽  
Rasim Comez
Keyword(s):  
Learning Environments ◽  
Traditional Learning ◽  
Control Group ◽  
State University ◽  
Game Based Learning ◽  
Structured Interviews ◽  
Post Test ◽  
Quasi Experimental ◽  
Foreign Language Vocabulary Learning ◽  
Qualitative Part

This study aimed to explore the effectiveness of a Kinect-based game called Tom Clancy's Ghost Recon: Future Soldier to investigate possible contributions of game-based learning in a virtual language classroom at a state university in Ankara, Turkey. A quasi-experimental design where the treatment group (N= 26) was subjected to kinect-based learning environments, and the control group (N = 26) continued with traditional learning environments was used. All the participants were administered an achievement test as a pre-test, and a post-test. Moreover, the qualitative part of the study included post-study semi-structured interviews with 10 students. The findings showed that there was significant mean difference in student achievement in post-test scores in favor of the experimental group. In addition, the study explored the opinions of the students toward the use of gesture-based computing systems for instructional purposes. The findings suggested some important points to consider while making use of kinect-based games for educational purposes like interaction and learner motivation.

scholarly journals Supporting Foreign Language Vocabulary Learning Through Kinect-Based Gaming

2017 ◽  
Vol 7 (1) ◽  
pp. 20-35 ◽  
Author(s):  
Mehmet Fatih Urun ◽  
Hasan Aksoy ◽  
Rasim Comez
Keyword(s):  
Learning Environments ◽  
Traditional Learning ◽  
Control Group ◽  
State University ◽  
Structured Interviews ◽  
Learner Motivation ◽  
Post Test ◽  
Quasi Experimental ◽  
Foreign Language Vocabulary Learning ◽  
Qualitative Part

This study aimed to explore the effectiveness of a Kinect-based game called Tom Clancy's Ghost Recon: Future Soldier to investigate possible contributions of game-based learning in a virtual language classroom at a state university in Ankara, Turkey. A quasi-experimental design where the treatment group (N= 26) was subjected to kinect-based learning environments, and the control group (N = 26) continued with traditional learning environments was used. All the participants were administered an achievement test as a pre-test, and a post-test. Moreover, the qualitative part of the study included post-study semi-structured interviews with 10 students. The findings showed that there was significant mean difference in student achievement in post-test scores in favor of the experimental group. In addition, the study explored the opinions of the students toward the use of gesture-based computing systems for instructional purposes.The findings suggested some important points to consider while making use of kinect-based games for educational purposes like interaction and learner motivation.

scholarly journals IMPLEMENTASI PEMBELAJARAN BERBASIS MULTI REPRESENTASI UNTUK PENINGKATAN PENGUASAAN KONSEP FISIKA KUANTUM

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdurrahman . ◽  
Liliasari . ◽  
A Rusli ◽  
Bruce Waldrip
Keyword(s):  
Student Teachers ◽  
Quantum Physics ◽  
Control Group ◽  
State University ◽  
Structured Interviews ◽  
Multiple Representation ◽  
Concept Mastery ◽  
Quasi Experimental ◽  
Quantitative Analyses ◽  
Qualitative Part

Abstract: Implementation of Multiple-Representation-Based Instructions to Improve the Mastery of Quantum Physics Concepts. This study aimed to design and investigate the role of multiple-representation-based instructions in the improvement of student teachers’ quantum physics mastery. This study used a quasi-experimental control group pretest-posttest design as quantitative part of a mixed-methods study. The subjects were student teachers of physics in the Department of Mathematics and Science Education in a state university in Lampung Province in the 2009-2010 academic year. For assessing the quantum physics mastery, the Quantum Physics Concept Achievement Test (QPCAT) was used. The quantitative analyses were conducted using the Mann Whitney U test. The results showed that multiple-representation-based instructions had a significant effect on student teachers’ quantum physics concept mastery. The results of semi-structured interviews as qualitative part of this study indicated that in the experimental group the students used a variety of representation modes in the learning process and were capable of using the most appropriate one to solve a given quantum physics concept problem. Keywords: quantum physics, multiple representations, concept mastery

The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’

2017 ◽  
Vol 18 (1) ◽  
pp. 78-98 ◽  
Author(s):  
Tuğçe Günter ◽  
Sibel Kılınç Alpat
Keyword(s):  
Problem Based Learning ◽  
Correlation Coefficients ◽  
Control Group ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Academic Achievements ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying ‘Electrochemistry’ within a course on Analytical Chemistry. The research was of a pretest–posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at the Faculty of Education at Dokuz Eylul University. The topic was taught with PBL in the experimental group and with expository teaching strategies in the control group. The ‘Chemistry achievement test (CAT)’ was applied as the pre-test and post-test in both groups. Post-test scores from the CAT demonstrated that there was a significant difference between the academic achievements of the two groups in favour of the experimental group (U= 8.500,p< 0.05). After using PBL for a period, eleven open-ended questions related to the topic were asked to both groups. The results of these questions were categorized and the scores obtained from the categories were evaluated using content analysis. The results of the scores obtained from the open-ended questions showed that the students in the experimental group were able to make statements containing fewer misconceptions and also had a better understanding of this topic when compared to the students in the control group (U= 2.500,p< 0.05). The correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the experimental and control groups was also examined. The Spearman correlation coefficients were found to be 0.907 and 0.595 for the experimental and the control group, respectively. This finding indicated that there was a positive and very high level of statistically significant correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the students in the experimental group. Therefore this finding also supports the conclusion that the students in the experimental group were better able to understand the topic and its structure compared to the students in the control group. At the end of the application, the results of semi-structured interviews carried out showed that students in the experimental group had positive opinions regarding PBL.

scholarly journals Effects of Mobile Learning Science Course on Students’ Academic Achievement and Their Opinions about the Course

2021 ◽  
Vol 32 (3) ◽  
pp. 254-263
Author(s):  
Mirac Furkan Bayar ◽  
Uluhan Kurt
Keyword(s):  
Academic Achievement ◽  
Mobile Learning ◽  
Structured Interview ◽  
Experimental Models ◽  
Control Group ◽  
8Th Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Paired Control ◽  
Qualitative Part

The aim of this research was to investigate the effect of mobile learning on students’ academic achievements and their opinions about the course. This research was a mixed study where both quantitative and qualitative methods were used together. The quantitative part of the study used quasi-experimental models in a pre-test/post-test design according to the patterned paired control group. In the qualitative part, a semi-structured interview method was used from descriptive models. The study group consisted of 28 students studying in the 8th grade of a state secondary school in the Pasinler district of Erzurum province of Turkey in the 2018-2019 academic year. The study lasted approximately six weeks. As a result of the study, it was observed that there was a positive increase in academic achievement in favor of the experimental group of students. Moreover, although there were differences of opinion among the students, a large majority declared that the mobile supported learning increased their interest towards the course. Recommendations are made based on this research.

scholarly journals The Effects of Instructions in L1 and L2 in EFL Listening Classes on A2 Level Learners

2021 ◽  
Vol 45 (3) ◽  
pp. 97-107
Author(s):  
Tarkan Gündüz ◽  
Ferit Kılıçkaya
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Foreign Languages ◽  
Control Group ◽  
State University ◽  
Post Test ◽  
Quasi Experimental ◽  
L2 Listening ◽  
L1 And L2 ◽  
Experimental Group

The current study aimed to investigate the effects of proving instructions in L2 listening activities on the participants’ performance in the classroom and the participants’ views regarding the use of L1. The study included 48 students in the preparatory classes in the School of Foreign languages, at a state university in Turkey. Through the post-test, only quasi-experimental research design, the participants’ performance was compared in classes with L1 and L2 instructions in the listening activities. The results indicated that the participants in the experimental group scored higher than those in the control group who were exposed to L2 instructions.

scholarly journals DEVELOPMENT AND EVALUATION OF DoCtor WoRM’S MODULE IN IMPROVING MULTIPLICATION SKILLS AMONG YEAR FOUR LOW ACHIEVERS

2019 ◽  
Author(s):  
Yoong Soo May ◽  
Noor Aini Ahmad
Keyword(s):  
Treatment Group ◽  
Teaching And Learning ◽  
Low Achievers ◽  
T Test ◽  
Control Group ◽  
Game Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Module Development ◽  
And Control

The purpose of this study is to develop and evaluate the effectiveness of DoCtor WoRM’s Module in improving multiplication skills among Year Four low achievers in National-Type Chinese Primary School (SJKC). DoCtor WoRM’s Module had been designed based on Constructivist Theory, mastery learning, and game-based learning. The module was developed based on Sidek’s Module Development Model. Quantitative approaches with quasi-experimental design were used for this study. A number of 60 Year Four low achievers from Manjung District were selected using random sampling. The sample was divided into the treatment and control groups. The former went through a teaching and learning process using DoCtor WoRM’s Module, while the latter learnt through traditional teaching. After the pre-test, three months of intervention was carried out to both groups of sample, followed by a post-test. Data was analysed using descriptive and inferential statistics. Dependent t-test showed that there was a significant increase in the achievement of treatment group from pre-test (M = 59.47, SD = 27.242) to post-test (M = 91.53, SD = 12.566), t(29) = 6.254, p < .001. The independent t-test had shown that the achievement of multiplication skills in post-test of treatment group (M = 91.53, SD = 12.566) is higher than the post-test of control group (M = 79.17, SD = 22.588), t(58) = 2.621, p < .012. As a conclusion, DoCtor WoRM’s Module has improved the multiplication skills among Year Four low achievers in SJKC. This study implicates that DoCtor WoRM’s Module should be applied to the low achievers in Malaysia in order to improve their Mathematics achievement particularly in multiplication skills.

scholarly journals EFL Learners’ Behavior States and Academic Outcomes during Playing Games Strategy

2019 ◽  
Vol 10 (4) ◽  
pp. 826
Author(s):  
Rashed Alghamdy
Keyword(s):  
Traditional Learning ◽  
Control Group ◽  
Experimental Conditions ◽  
Government School ◽  
Efl Learners ◽  
Task Behavior ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Learning English

To identify the impact of playing games on the achievements of EFL learners, a quasi-experimental design study was applied for 4 weeks at an elementary school in Saudi Arabia. This study examines the impact of playing games in enhancing EFL students’ English skills ability in learning English as a foreign language context. In particular, this study purposes to investigate the impact of playing games in comparison to traditional learning in learning English skills on the achievement of EFL learners and their behavioral states during playing games. The participants in this study were 52 male pupils, aged 12-15 years, level six at an elementary government school in Al-Baha City. According to the results from the post-test obtained they highlight statistical variances between the average scores from the EFL learners who were taught English within the learning method of playing games and the control group taught English using traditional learning methods. The variances favored the experimental group nevertheless the findings in the pre-test score suggested there were no statistical variances amid the EFL learners in the first group and those in the other groups in the achievement of English.Furthermore, the observation findings indicate that the EFL learners in the experimental conditions displayed more playing together behavior states and less playing individually on-task behavior states, non-playing together behavior, and off-task behavior than their classmates in the control condition.

scholarly journals The Impact of Mobile Language Learning (WhatsApp) on EFL Context: Outcomes and Perceptions

2019 ◽  
Vol 9 (2) ◽  
pp. 128 ◽  
Author(s):  
Rashed Zannan Alghamdy
Keyword(s):  
Language Learning ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Groups ◽  
Efl Learners ◽  
Post Test ◽  
Quasi Experimental ◽  
Preparatory Year ◽  
The Impact ◽  
Learning English

Seeking to identify the impact of mobile language learning (WhatsApp) on the achievements of EFL learners, a quasi-experimental design study was applied at Al-Baha University in Saudi Arabia. This study examines the impact of mobile language learning in enhancing EFL students&rsquo; English skills ability when learning English as a foreign language context. Particularly, the study intends to investigate the impact of mobile language learning (WhatsApp) in comparison to traditional learning in learning English skills on the achievement of EFL learners. Thus, the participants in this study included 48 male learners, aged 18&ndash;22 years, preparatory year at Al-Baha University. The results highlighted that there are significant differences between the mean scores of the EFL learners who were taught English in the Mobile language learning (WhatsApp), and those who were taught English by using the traditional learning (the control group) in the post-test. This difference was in favour of the experimental group. However, the findings revealed that are not statistically significant differences between the EFL learners in the experimental classes and the students in the control groups in their English achievement test score at the pre-test. Furthermore, the results of this research revealed that most EFL learners claimed that they were enthusiastic to join English lessons through WhatsApp groups and expressed the belief that working in a WhatsApp group can boost their motivation and their academic results. Also, most EFL learners highlighted that using mobile language learning method (WhatsApp) enabled them to increase their social skills, confidence, while helping them to create positive relationships with their colleagues and the teacher. However, there were some obstacles and barriers to join WhatsApp learning groups, such as lack of access to the internet and lack of tendency to share and participate in the WhatsApp group.

scholarly journals DEVELOPMENT AND EVALUATION OF DoCtor WoRM’S MODULE IN IMPROVING MULTIPLICATION SKILLS AMONG YEAR FOUR LOW ACHIEVERS

2019 ◽  
Author(s):  
Yoong Soo May ◽  
Noor Aini Ahmad
Keyword(s):  
Treatment Group ◽  
Teaching And Learning ◽  
Low Achievers ◽  
T Test ◽  
Control Group ◽  
Game Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Module Development ◽  
And Control

The purpose of this study is to develop and evaluate the effectiveness of DoCtor WoRM’s Module in improving multiplication skills among Year Four low achievers in National-Type Chinese Primary School (SJKC). DoCtor WoRM’s Module had been designed based on Constructivist Theory, mastery learning, and game-based learning. The module was developed based on Sidek’s Module Development Model. Quantitative approaches with quasi-experimental design were used for this study. A number of 60 Year Four low achievers from Manjung District were selected using random sampling. The sample was divided into the treatment and control groups. The former went through a teaching and learning process using DoCtor WoRM’s Module, while the latter learnt through traditional teaching. After the pre-test, three months of intervention was carried out to both groups of sample, followed by a post-test. Data was analysed using descriptive and inferential statistics. Dependent t-test showed that there was a significant increase in the achievement of treatment group from pre-test (M = 59.47, SD = 27.242) to post-test (M = 91.53, SD = 12.566), t(29) = 6.254, p < .001. The independent t-test had shown that the achievement of multiplication skills in post-test of treatment group (M = 91.53, SD = 12.566) is higher than the post-test of control group (M = 79.17, SD = 22.588), t(58) = 2.621, p < .012. As a conclusion, DoCtor WoRM’s Module has improved the multiplication skills among Year Four low achievers in SJKC. This study implicates that DoCtor WoRM’s Module should be applied to the low achievers in Malaysia in order to improve their Mathematics achievement particularly in multiplication skills.

scholarly journals Influence of maker-centred classroom on the students’ motivation towards science learning

2019 ◽  
Vol 14 (4) ◽  
pp. 535-544
Author(s):  
Presentacion Caballero-Garcia ◽  
Trinitario Grau-Fernandez
Keyword(s):  
Experimental Design ◽  
Secondary School ◽  
Science Learning ◽  
Traditional Learning ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Motivation ◽  
Experimental Group

The aim of this study is to investigate the effect of maker-centred learning methodology on the motivation of secondary school students towards science learning using a quasi-experimental design pretest–posttest. For this purpose, a sample of 200 students in eighth grade (110 boys and 90 girls) was selected from two different schools in Madrid during 2017–2018 academic year. The experimental group selected covered the learning standards by doing a project in the makerspace, and the control group covered the same standards by traditional learning in the classroom. Data were collected through a Students’ Motivation Towards Science Learning questionnaire developed by Tuan, Chin and Shieh (2015). The results of the data analysis revealed a significative difference between groups in the post-test, finding a higher level of motivation towards science in the experimental group (maker-centred learning based), in comparison with the control group (traditional learning based). Findings in this study confirm the benefits of makerspaces in schools as learning environments that motivate students to learn science, so we strongly recommend the use of these spaces to teach science, allowing the students to find their passion and fostering a love of learning. Keywords: Makerspaces, motivation, science learning, secondary school, Quasi-experimental design.

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