Playing video games to learn English


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our seminar at HKEdCity Learning and Teaching Expo 2010. it talks about our study in applying our game "store frenzy" into a normal classroom.

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  • Promote educational games in schools organization talks and workshop for teachers and parents Assisting schools and interested parties in developing educational games
  • Playing video games to learn English

    1. 1. 打機學英文 Playing video games to learn English HKEdCity Learning and Teaching Expo July 15 th 2010 Frankie Tam, Clara Hui Hong Kong Digital Game-Based Learning Association
    2. 2. <ul><li>成立於 2008 年 </li></ul><ul><li>Established in 2008 </li></ul><ul><li>獨立的非牟利機構 </li></ul><ul><li>independent and non-profit making </li></ul><ul><li>由一群教育界和數碼娛樂界的專業人士所組成 </li></ul><ul><li>formed by a group of professionals from education and video game industry </li></ul><ul><li>提供各種服務予對數碼遊戲為本學習感興趣的家長、學生和教學專業人士 </li></ul><ul><li>aim at providing a variety of services that benefits parents, students and teaching professionals who are interested in digital games and education </li></ul>
    3. 3. 我們的工作 研究及教育 - 進行研究及發表學術論文 - 舉行研討會及工作坊增加公眾對數碼遊戲及教育關係的認知 <ul><li>What do we do? </li></ul><ul><li>Research and Education </li></ul><ul><li>- conduct and publish research </li></ul><ul><li>organize seminars and talks </li></ul>
    4. 4. <ul><li>  </li></ul><ul><li>學術研究會議 09-10 </li></ul><ul><li>[ 本地 ] </li></ul><ul><li>• 21 世紀學習 @ 香港 , 香港國際學校大潭校園 </li></ul><ul><li>• 香港中文大學資訊科技教育促進中心主辦「青少年沉迷網上遊戲」家長研討會 , 佛教覺光法師中學 </li></ul><ul><li>• NET 世代網文互聯網教育活動潮民「 NET 」得起嘉年華 , 聖雅各福群會 </li></ul><ul><li>• 香港應用科技研究院暨香港大學教育應用資訊科技發展研究中心技術研討會 – </li></ul><ul><li>電子學習之先導 , 香港生產力促進局 </li></ul><ul><li>[ 海外 ] </li></ul><ul><li>• &quot;Learning Chinese History through Digital Game&quot;, 國際電氣和電子工程師協會 數位遊戲與增進學習之智慧型教育玩具聯合國際研討會 2010, 高雄國立科學工藝博物館 , 台灣 </li></ul><ul><li>• “ 21st Century Learning Tool: Digital games”, Seminar on creative and ICT workforce development, Wellington, New Zealand </li></ul><ul><li>• &quot;Game industry and games in education in Hong Kong&quot;, Game Education Summit 2010, University of Southern California, Los Angeles </li></ul><ul><li>  </li></ul><ul><li>工作坊及教育展 09-10 </li></ul><ul><li>• 「全港數碼遊戲創作大賽 2010 工作坊」第一回及第二回 , 伯裘書院及軟硬體 </li></ul><ul><li>• 數碼遊戲電子學習教育展「智能生活 世博漫遊」 , 新元朗中心 </li></ul><ul><li>香港數碼港 Microsoft 數碼遊戲學習協會 伯裘書院 主辦 </li></ul>
    5. 5. 支援 - 開發教育遊戲及教學軟件 - 提供數碼遊戲為本學習諮詢 Support - develop digital games and resources - provide digital game-based learning consultation
    6. 6. 服務 - 利用數碼遊戲及遊戲設計提升學生的學習成效 Services - improve students’ learning efficiency through playing and designing digital games
    7. 7. 全港數碼遊戲創作大賽 2010 Hong Kong Digital Game Development Competition 2010
    8. 8. 馬克.普倫斯基譯本 Translation of Marc Prensky‘s book
    9. 9. GameDesk is a non-profit research and outreach organization that seeks to reshape models for learning through game-play and game development. .
    10. 10. Presentation <ul><li>1. Using video games as a teaching tool </li></ul><ul><li>2. Students’ difficulties in learn English </li></ul><ul><li>3. Introducing “Store Frenzy” </li></ul><ul><li>4. Research and result </li></ul><ul><li>5. Conclusion </li></ul>
    11. 13. <ul><li>Digital Native 數碼原居民 / NET 世代 </li></ul>better at parallel processing taking in information more quickly comfortable collaborating over networks very adaptive to new technologies
    12. 14. Digital Native abundance of info visual connected random speed multitask game/ structure oriented
    13. 15. <ul><li>Types of games </li></ul><ul><li>educational + learning </li></ul><ul><li>political + public policy </li></ul><ul><li>health + wellness </li></ul><ul><li>business </li></ul><ul><li>military </li></ul><ul><li>advertising </li></ul>
    14. 17. <ul><li>When you are playing… </li></ul><ul><li>player is the center of attention </li></ul><ul><li>the game world is very responsive to your every single move </li></ul><ul><li>player is the expert </li></ul><ul><li>everything is possible, you would be the best NBA player </li></ul><ul><li>things are relatively simpler compares to the real world </li></ul><ul><li>trial and error is the best plan </li></ul>
    15. 18. <ul><li>What’s so attractive about digital games? </li></ul><ul><li>it’s the learning that digital game provides </li></ul><ul><li>kids like all humans, love to learn when it isn’t forced </li></ul><ul><li>digital game provides learning opportunity every second </li></ul>
    16. 20. <ul><li>Digital game-based learning </li></ul>
    17. 21. What do they learn? <ul><li>on the surface, they learn how to do things, like driving a car, plane, etc. </li></ul><ul><li>on the deeper levels, they take in information from many sources and make decisions quickly </li></ul><ul><li>deduce game’s rules from playing rather than being told </li></ul><ul><li>create strategies for overcoming obstacles </li></ul><ul><li>understand complex systems through experimentation </li></ul><ul><li>learn to collaborate with others </li></ul>
    18. 22. Why digital game-based learning? <ul><li>Digital games and technology can transform the traditional classroom into a constructivist classroom which produced improved skills of question formulating, hypothesis generation and ability to intelligently address new problems” - Salomon 2002 </li></ul><ul><li>Students are more willing to learn , Moulder (2004) recounts an elementary school student once raises: </li></ul><ul><li>‘ Why read about ancient Rome when I can build it? </li></ul>
    19. 23. Quest to Learn is a school for digital kids. It is a community where students learn to see the world as composed of many different kinds of systems. It is a place to play, invent, grow, and explore.
    20. 24. Presentation <ul><li>1. Using video games as a teaching tool </li></ul><ul><li>2. Students’ difficulties in learning ESL </li></ul><ul><li>3. Introducing “Store Frenzy” </li></ul><ul><li>4. Research and result </li></ul><ul><li>5. Conclusion </li></ul>
    21. 25. <ul><li>What students learn at school nowadays lack of real-life context , student are not able to apply what they learnt at school in their everyday life and thus they are not interested in the school subjects </li></ul><ul><li>Siexas , 2000 </li></ul>
    22. 26. <ul><li>It has been increasingly difficult to capture the interest and attention of young people especially in a traditional classroom setting. The single feed of information and step by step logics just simply can not satisfy the needs of the new generation . </li></ul><ul><li>Prensky, Windham, 2005 </li></ul>
    23. 27. What they think about learning English
    24. 28. Difficulties in learning English
    25. 29. Students’ difficulties in learning ESL <ul><li>Students understand the importance of learning English but… </li></ul><ul><li>English lesson is boring </li></ul><ul><li>it is hard to learn </li></ul><ul><li>can’t keep up with the teaching </li></ul>
    26. 30. Presentation <ul><li>1. Using video games as a teaching tool </li></ul><ul><li>2. Students’ difficulties in learn English </li></ul><ul><li>3. Introducing “Store Frenzy” </li></ul><ul><li>4. Research and result </li></ul><ul><li>5. Conclusion </li></ul>
    27. 32. Background <ul><li>Game produced by the industry together with the school </li></ul>
    28. 33. English lessons  <ul><li>Teachers find students lack of motivation in learning English vocabularies </li></ul><ul><li>Teachers want to bring in </li></ul><ul><li>an interactive learning tool </li></ul><ul><li>Teachers have to teach form </li></ul><ul><li>one students English vocabs </li></ul><ul><li>according to the unit theme </li></ul>
    29. 34. Design <ul><li>Teacher provide us with the </li></ul><ul><li>vocabulary list according to the syllabus </li></ul><ul><li>Designers and gaming professionals talk to the teachers </li></ul><ul><li>Discuss and understand the goal of the game and what the teachers want students to achieve: </li></ul><ul><li>picture + word association </li></ul>
    30. 35. Design <ul><li>convenient store </li></ul><ul><li>Customers come in asking for specific items in their desire bubble </li></ul><ul><li>Players as a the shopkeeper and direct customers to the appropriate location </li></ul>
    31. 36. demo
    32. 37. Game play <ul><li>Customers desire bubble: </li></ul><ul><li>Lower levels: pronunciation and spelling </li></ul><ul><li>Middle levels: spelling only </li></ul><ul><li>High levels: pronunciation only </li></ul>
    33. 38. Game play <ul><li>More items are added in each level </li></ul><ul><li>Different types of customers with different special characteristics are introduced in each level </li></ul>
    34. 39. Game play <ul><li>Students have to match the word/pronunciation with the correct picture </li></ul><ul><li>Reports after each round </li></ul><ul><li>showing words players </li></ul><ul><li>matched successfully and </li></ul><ul><li>words players failed to </li></ul><ul><li>match. </li></ul>
    35. 40. Presentation <ul><li>1. Using video games as a teaching tool </li></ul><ul><li>2. Students’ difficulties in learn English </li></ul><ul><li>3. Introducing “Store Frenzy” </li></ul><ul><li>4. Research and result </li></ul><ul><li>5. Conclusion </li></ul>
    36. 41. Applying in the classroom <ul><li>5 form 1 classes from a CMI school </li></ul><ul><li>104 students , 5 English teachers involved </li></ul><ul><li>students are given netbook computers </li></ul><ul><li>15-20 mins game play in class </li></ul><ul><li>teachers do recap and debriefing with the students each time </li></ul>
    37. 42. Applying in the classroom <ul><li>Approach 1: </li></ul><ul><li>introduce the game before teaching the vocabularies </li></ul><ul><li> (pre-test  game  post-test) </li></ul><ul><li>Approach 2: </li></ul><ul><li>introduce the game when teaching the vocabularies </li></ul><ul><li>(pre-test  game + teaching  post-test) </li></ul>
    38. 43. Pre-test and post-test <ul><li>Same test paper for both tests </li></ul><ul><li>Matching format : to test if the students can associate the picture with the word </li></ul><ul><li>52 questions in total </li></ul>
    39. 44. Test paper
    40. 45. Changes in percentage <ul><li>Class 1: + 5.85% </li></ul><ul><li>Class 2: + 7.70% </li></ul><ul><li>Class 3: + 31.78% </li></ul><ul><li>Class 4: + 24.57% </li></ul><ul><li>Class 5: + 36.43% </li></ul>
    41. 46. Student feedbacks <ul><li>Survey: </li></ul><ul><li>91 form one students from 5 classes </li></ul><ul><li>Male: 61 </li></ul><ul><li>Female: 30 </li></ul>
    42. 52. “ it attracts me to play” “ it is nice to learn in a happy way ” “ my motivation is in the game” “ I will NOT feel bored!” “ it is easier for me to learn through games” “ we like games, so education mixing game is good”
    43. 53. Focus group interview
    44. 54. Differences between DGBL and normal classes
    45. 55. Why digital game-based learning is better
    46. 56. Teachers feedback <ul><li>Total: 10 teachers </li></ul><ul><li>Did the game give your students a better learning motivation? </li></ul><ul><li>Yes: 7/ No: 1/ Not sure 2 </li></ul><ul><li>Do you think your students are learning English vocabularies from the game? </li></ul><ul><li>Yes: 6/ No: 1/ Not sure 3 </li></ul>
    47. 57. Comments from teachers: <ul><li>students were motivated and happy to find out more about the new learning element </li></ul><ul><li>students are highly motivated </li></ul><ul><li>students were more concentrated </li></ul><ul><li>games can a be very supportive teaching tool to consolidate knowledge </li></ul>
    48. 58. Presentation <ul><li>1. Using video games as a teaching tool </li></ul><ul><li>2. Students’ difficulties in learn English </li></ul><ul><li>3. Introducing “Store Frenzy” </li></ul><ul><li>4. Research and result </li></ul><ul><li>5. Conclusion </li></ul>
    49. 59. We are at Booth K7! Thank you! Questions or comments? [email_address] [email_address]