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Gamification & Digital Play in ELT (TESOL France)


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Presentation given at the TESOL Colloquium on June9th 2018

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Gamification & Digital Play in ELT (TESOL France)

  1. 1. Gamification and Digital Play in ELT TESOL France 9th June 2018 Graham Stanley -
  2. 2. Computer games Language aims
  3. 3. Why digital games? / /
  4. 4. There are 1 million gamers in UK Average young person in UK will spend 10,000 hours gaming by the age of 21* *Jane McGonigal - Reality is broken Why digital games?
  5. 5. Beyond Two Souls (2013) Why digital games?
  6. 6. Why gamification?
  7. 7. BPL (Badges, Points, Leaderboards)
  8. 8. BPL (Badges, Points, Leaderboards)
  9. 9. Gamification: Unlocked Achievements
  10. 10. Gamifying writing
  11. 11. Simple Reward -Systems
  12. 12. No computers
  13. 13. One computer, one game
  14. 14.
  15. 15. Class Survey & Results
  16. 16. Adrian Underhill & Jim Scrivener: • Are our learners capable of more, much more? • How can I push my students to upgrade their language and improve their skills more than they believed possible?
  17. 17. Demand High Speaking with a digital game
  18. 18. Now describe the five images to your partner as best you can
  19. 19. a) Can I have a volunteer to describe the first image? b) Does anyone have a better description?
  20. 20. Results “I think it went very well. It’s the kind of lesson you can make last a bit longer, or cut it short …to your needs. I thought it was very good the way the lesson was structured. In terms of classroom management, it was very easy to keep on top of the class because they were engaged not just by the game itself, but by the first part too. It also encouraged lots of language from the students. “ – Teacher involved in project
  21. 21. Multiple computers, one game
  22. 22. The aim of the game : The learners predict what to do with a list of pairs of game objects, check their answers by playing the game and then write down the answers using the passive voice. Prepare to play: Choose an adventure game and start playing it. As you play, make a note of what you do with the objects that appear in the game (or use the walkthrough to save time) and produce a list similar to the example below. Make a copy of this list for each learner. You will also need to use online dictionaries. Play: Hand out the list of objects and tell the learners they are to guess how they are used together in the game. Ask the learners to talk together in groups of three and to use the online dictionaries to find out the meaning of the words they do not understand. After fifteen minutes, stop them and ask them to tell you what they think the relationship is between each pair of objects in the game: e.g. I think you use the hairpin to open the shed, etc. They then play the game together. The game should be easier to play because they know which objects they need to use together, but if they get stuck, encourage them to read the walkthrough to find out what to do next. Finally, once they have played the game (or part of the game if it's long), ask them to look again at the pairs of words and to write about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open the shed, etc. Play on: The learners can continue playing the game and finish off writing passive sentences about the objects.
  23. 23. Finding and using a walkthrough
  24. 24. Escape the room games Multiple computers, multiple games
  25. 25. Gap fill for vocabulary / grammar
  26. 26. Relay reading
  27. 27. Jigsaw reading
  28. 28. Information gap Samorost 2
  29. 29. Live listening The Viridian Room “Now when you lift the waste-paper basket, you should see a lighter underneath. Pick it up and then move to the kitchen and open the fridge again.”
  30. 30. Observe and write
  31. 31. Observe / vocabulary
  32. 32. “What should we do? Stay in or go out?” “Shall we listen to some music?” “What do you want to do now?” Watch and say
  33. 33. Listening/ questioning “So, the squirrel has stolen your crisps? What are you going to do now? Well, why don't you try looking at the Bookcase to see if there's something There to help you?”
  34. 34. Procedure and practicalities  learner grouping – pairs or groups  use hand-outs – clear instructions / task  teacher uses game guide (walkthrough)  encourage use of English during computer use  learners explore, examine and pick up objects  pause game and reflect on puzzles together  those who solve puzzle tell whole class  discuss where they been and what seen  authentic information gap activity
  35. 35. Gamification of Classwork/Project work
  36. 36. IWB ISland
  37. 37. learners create islands in groups then teacher scans copies of learners’ drawings Teacher traces over the scanned drawings using IWB software Procedure
  38. 38. Thank you! Any questions?
  39. 39. Further Reading: Game-Based Language Learning  Mawer & Stanley (2011) Digital Play  Reinders (ed.) (Palgrave, 2012) Digital Games in Language Learning and Teaching  Sykes & Reinhardt (Pearson, 2013) Language at Play: Digital Games in Second and Foreign Language Teaching and Learning
  40. 40. Further Reading: Game-Based Learning  Bartle (New Riders, 2004) Designing Virtual Worlds  Gee (Palgrave, 2003) What Digital Games Have to Teach Us About Learning and Literacy  Gee (Routledge, 2004) Situated Language and Learning: A critique of traditional schooling  Gee (Peter Lang, 2007) Good Video Games + Good Learning: Collected Essays  Gee (Common Ground, 2005) Why video games are good for your soul  Prensky (Paragon House, 2001) Digital game-based learning  Prensky (Paragon House, 2006) Don't Bother Me Mom – I'm Learning!