This document summarizes a study on the role of coaching in telecollaborative language exchanges. It discusses how coaching was provided to 269 teachers through 550 hours of support before, during, and after telecollaborative sessions. Surveys of teachers found that coaching greatly improved their organizational, pedagogical, digital, and attitudinal competencies, especially in designing exchanges and using online tools. While the study had limitations due to sample size and being based on teacher perceptions, coaching was highly valued by teachers and helped provide necessary support for innovating their practices.
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Este documento discute la gamificación y la comunicación intercultural. Explica que la gamificación implica usar elementos de juegos para motivar el aprendizaje. Luego describe cómo la telecolaboración gamificada puede superar las limitaciones de la cooperación y comunicación interculturales mediante proyectos y tareas que involucran mundos virtuales y videoconferencia.
This document summarizes a presentation given at a CLIL conference in Utrecht on November 10, 2015. The presentation discussed using digital tools to facilitate collaboration between students across borders. It addressed which tools are safe for minors, how to design meaningful interaction tasks, integrating projects into blended learning, and the effects of such projects on students and teachers. Criteria for successful telecollaboration projects and examples of tasks were also covered.
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
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1. Gamifying learning uses gaming mechanics to increase learner engagement, motivation, and enjoyment by having students learn through playing and creating digital games.
2. Case studies show that students learned English vocabularies faster and were more motivated when learning through a digital game compared to traditional lessons.
3. When creating their own digital games, students improved skills like programming, creativity, logical thinking, problem-solving, and collaboration.
18 digital game based learning - learning and teaching through having funCITE
1. Gamifying learning uses gaming mechanics to increase learner engagement, motivation, and enjoyment by having students learn through playing and creating digital games.
2. Case studies show that students learned English vocabularies faster and were more motivated when learning through a digital game compared to traditional lessons.
3. When creating their own digital games, students improved skills like programming, creativity, logical thinking, problem-solving, and collaboration.
MDELT - Group 7 of C Class 2017 - Games in Language LearningMDELT2017C
The document discusses using games for language learning and summarizes a Jeopardy game implementation. It defines games and educational games, outlines the advantages of using games which include motivation and interaction. Some disadvantages are improper game choice or lack of organization. A homegrown Jeopardy game procedure is described involving groups, topics, and points. Playing Jeopardy in the classroom is said to improve understanding and engagement. References on using games to improve skills and communicative ability are also provided.
This document summarizes a study on the role of coaching in telecollaborative language exchanges. It discusses how coaching was provided to 269 teachers through 550 hours of support before, during, and after telecollaborative sessions. Surveys of teachers found that coaching greatly improved their organizational, pedagogical, digital, and attitudinal competencies, especially in designing exchanges and using online tools. While the study had limitations due to sample size and being based on teacher perceptions, coaching was highly valued by teachers and helped provide necessary support for innovating their practices.
Aprender a través de la gamificación y la comunicación interculturalKristi Jauregi Ondarra
Este documento discute la gamificación y la comunicación intercultural. Explica que la gamificación implica usar elementos de juegos para motivar el aprendizaje. Luego describe cómo la telecolaboración gamificada puede superar las limitaciones de la cooperación y comunicación interculturales mediante proyectos y tareas que involucran mundos virtuales y videoconferencia.
This document summarizes a presentation given at a CLIL conference in Utrecht on November 10, 2015. The presentation discussed using digital tools to facilitate collaboration between students across borders. It addressed which tools are safe for minors, how to design meaningful interaction tasks, integrating projects into blended learning, and the effects of such projects on students and teachers. Criteria for successful telecollaboration projects and examples of tasks were also covered.
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
This document discusses telecollaboration and online intercultural exchange for language learning. It identifies existing activities in computer-mediated communication, barriers to mainstreaming online exchange, and resources and research to support practitioners. Finally, it provides recommendations for facilitating the embedding of online intercultural exchange as part of an internationalized student experience, including acceptance of new communication modes, support for virtual mobility models, and incentives for student participation.
1. Gamifying learning uses gaming mechanics to increase learner engagement, motivation, and enjoyment by having students learn through playing and creating digital games.
2. Case studies show that students learned English vocabularies faster and were more motivated when learning through a digital game compared to traditional lessons.
3. When creating their own digital games, students improved skills like programming, creativity, logical thinking, problem-solving, and collaboration.
18 digital game based learning - learning and teaching through having funCITE
1. Gamifying learning uses gaming mechanics to increase learner engagement, motivation, and enjoyment by having students learn through playing and creating digital games.
2. Case studies show that students learned English vocabularies faster and were more motivated when learning through a digital game compared to traditional lessons.
3. When creating their own digital games, students improved skills like programming, creativity, logical thinking, problem-solving, and collaboration.
MDELT - Group 7 of C Class 2017 - Games in Language LearningMDELT2017C
The document discusses using games for language learning and summarizes a Jeopardy game implementation. It defines games and educational games, outlines the advantages of using games which include motivation and interaction. Some disadvantages are improper game choice or lack of organization. A homegrown Jeopardy game procedure is described involving groups, topics, and points. Playing Jeopardy in the classroom is said to improve understanding and engagement. References on using games to improve skills and communicative ability are also provided.
This rubric evaluates games based on their gameplay, aesthetics, ability to engage players and support social causes. Games are scored from 1 to 5 on criteria like game concept, mechanics, graphic and sound design, relevance to its cause, effectiveness in supporting that cause, complexity, and the team's likelihood of future development. The total scores are calculated by summing the ratings across all categories.
A game engine to learn computer science languages frontiers in education ieee...Baltasar Fernández-Manjón
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This document discusses using games and gamification in the language classroom. It begins by defining key terms like "game" and discusses how games can promote critical thinking, problem solving, and motivation for learning. Several commercial games like Scrabble, Upwords and Pictionary are described as options for language teaching. The document also covers designing original educational games and discusses elements of successful game design. Gamification techniques are explained as using game elements to enhance lessons. Challenges of gamification like poor implementation leading to demotivation are also outlined.
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This document discusses how AAA video games can be used to improve education. It provides examples of using games like Assassin's Creed in history and language courses to teach about different time periods and cultures. The games allow students to explore virtual worlds and identify vocabulary. Assessment results found that game-based learning activities improved exam scores and students reported enjoying and learning from the activities. However, AAA games are not directly educational and most are rated for mature audiences.
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This document provides an overview of Bottom-Line Performance and how games can be used for learning. It discusses three games - Quiplash, Timeline, and Lie Swatter - that were played to demonstrate game mechanics. Participants then evaluated each game and brainstormed how elements could be reused or adapted for other learning contexts. The document promotes the idea that learning game design through playing games and provides resources for designing interactive audience-based games.
A presentation I put together for college classes related to technology and/or education. Provides background (historical and theoretical) about video games in the classroom, and explores four approaches to teaching with games. Read the notes for way more context and info—this is meant to be presented, not viewed slide-only.
This document discusses educational game design and describes two games developed for the European Commission's e-Bug project. A platform game was designed for younger children to teach microbiology concepts through gameplay mechanics. A detective game was designed for older children to teach through narrative scenarios. Both games showed some knowledge gains but also highlighted lessons learned, such as the need for user testing to identify interface issues before development is completed.
This document discusses games for teaching English to children. It defines games, language games, and the characteristics of games. It lists different types of games and their advantages for language learning, such as being fun, promoting active participation, and providing feedback. Some disadvantages are that games can waste time and lack seriousness. The document provides tips for implementing games, such as varying game types and ending on a high note. It also discusses considerations for games, such as language level, class size, and dealing with eliminated players.
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The document provides instructions for a picture reveal game with 6 pieces and a hidden picture. Players answer questions to uncover each piece and guess the hidden picture to earn points. Questions cover topics like electronic devices, websites, games, filling in blanks, and completing sentences.
This document summarizes a study on introducing games-based learning through game construction using the Scratch programming environment in upper primary education. A survey of 42 teachers found that while many use online games, few use game creation tools. The study involved 60 students aged 8-11 who took part in 8 lessons to create games with Scratch. 29 games were made addressing various programming concepts. Results showed most students were able to create functional games, with older students more likely to create original games versus adapting examples. The study provides initial evidence that game construction can help teach programming concepts to primary students. Further work is needed with more students across ages and schools.
This document discusses using games in the classroom and provides examples of Thanksgiving-themed games that can be used to teach English. It begins by outlining the key elements of effective games and then describes different types of games like guessing games, board games, dice games, race games, word games, and movable games. It proceeds to provide instructions and ideas for two specific Thanksgiving games called "Thanksgiving Race" and "Thanksgiving Jeopardy." The document concludes by listing additional Thanksgiving activity resources and websites with English learning games.
The document discusses using board wargames as an educational tool in an Italian high school, noting that it was initially difficult due to resistance to the idea of "games" in education, but that the project was funded for two years by the Ministry of Education after proving successful in engaging students directly with history, improving vocabulary, and building confidence. Over the course of the project, different wargames were used to teach topics ranging from World War I to ancient Rome and Macedonia.
1. Bear Candy Land is an educational game designed to teach preschool and kindergarten children about color mixing and basic geometric shapes.
2. The game has players help a bear decorate cupcakes and cookies by mixing primary colors to create secondary and tertiary colors and using basic shapes.
3. Feedback from playtesting helped improve the game by simplifying controls, adding sound effects, changing fonts for readability, and clarifying rules between difficulty levels.
This course focuses on applying game and simulation design strategies to increase context, motivation, engagement and learning outcomes. Character development, narrative, user interface, game play, game balancing, principles of level design and feedback in games and simulations will be applied as students design a game or simulation to achieve a learning goal. The differences and similarities between game and simulation concepts, genres and worlds will be examined as will game and simulation intricacies for specific groups and game production and management.
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This rubric evaluates games based on their gameplay, aesthetics, ability to engage players and support social causes. Games are scored from 1 to 5 on criteria like game concept, mechanics, graphic and sound design, relevance to its cause, effectiveness in supporting that cause, complexity, and the team's likelihood of future development. The total scores are calculated by summing the ratings across all categories.
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This document provides an overview of Bottom-Line Performance and how games can be used for learning. It discusses three games - Quiplash, Timeline, and Lie Swatter - that were played to demonstrate game mechanics. Participants then evaluated each game and brainstormed how elements could be reused or adapted for other learning contexts. The document promotes the idea that learning game design through playing games and provides resources for designing interactive audience-based games.
A presentation I put together for college classes related to technology and/or education. Provides background (historical and theoretical) about video games in the classroom, and explores four approaches to teaching with games. Read the notes for way more context and info—this is meant to be presented, not viewed slide-only.
This document discusses educational game design and describes two games developed for the European Commission's e-Bug project. A platform game was designed for younger children to teach microbiology concepts through gameplay mechanics. A detective game was designed for older children to teach through narrative scenarios. Both games showed some knowledge gains but also highlighted lessons learned, such as the need for user testing to identify interface issues before development is completed.
This document discusses games for teaching English to children. It defines games, language games, and the characteristics of games. It lists different types of games and their advantages for language learning, such as being fun, promoting active participation, and providing feedback. Some disadvantages are that games can waste time and lack seriousness. The document provides tips for implementing games, such as varying game types and ending on a high note. It also discusses considerations for games, such as language level, class size, and dealing with eliminated players.
Significance of Language Skills in the Games Industry and how to motive stude...Thomas Hulvershorn
Thomas Hulvershorn, Operations Manager of Outplay Entertainment, gave a presentation on the significance of language knowledge in business, specifically in the video game industry. He discussed how games are a big, global business and how localizing games into other languages improves financial results. He emphasized that language skills are important for getting jobs in the games industry and broadening career opportunities. The presentation was aimed at language students to inspire them and convey how linguistic skills correlate with career prospects.
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This document summarizes a study on introducing games-based learning through game construction using the Scratch programming environment in upper primary education. A survey of 42 teachers found that while many use online games, few use game creation tools. The study involved 60 students aged 8-11 who took part in 8 lessons to create games with Scratch. 29 games were made addressing various programming concepts. Results showed most students were able to create functional games, with older students more likely to create original games versus adapting examples. The study provides initial evidence that game construction can help teach programming concepts to primary students. Further work is needed with more students across ages and schools.
This document discusses using games in the classroom and provides examples of Thanksgiving-themed games that can be used to teach English. It begins by outlining the key elements of effective games and then describes different types of games like guessing games, board games, dice games, race games, word games, and movable games. It proceeds to provide instructions and ideas for two specific Thanksgiving games called "Thanksgiving Race" and "Thanksgiving Jeopardy." The document concludes by listing additional Thanksgiving activity resources and websites with English learning games.
The document discusses using board wargames as an educational tool in an Italian high school, noting that it was initially difficult due to resistance to the idea of "games" in education, but that the project was funded for two years by the Ministry of Education after proving successful in engaging students directly with history, improving vocabulary, and building confidence. Over the course of the project, different wargames were used to teach topics ranging from World War I to ancient Rome and Macedonia.
1. Bear Candy Land is an educational game designed to teach preschool and kindergarten children about color mixing and basic geometric shapes.
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2. Video Games & Virtual Worlds
• Are viewed as relevant educational tools not just for their
potential for entertainment, but also for promoting
learning (Prensky, 2007)
• Mostly due to game techniques that seem to promote user
engagement and motivation.
• These techniques are increasingly being employed in
serious games: games whose main purpose is to educate
while entertaining their users.
• Recently a growing awareness of the learning potential of
games and virtual worlds has been observed in the CALL
field (Cornillie et al., 2012; Reinders, 2012; Sykes & Reinhardt, 2012,
Panichi & Deutschmann, 2012; Jauregi et al. 2011).
8. Game task characteristics
• Each team has its own game environment consisting of 5 areas
• Different tasks were created for two game sessions
• Gamification elements: points for right answer + time measurement
Area 1: They exchange personal information
and collaborate to find out the name of a
German city.
When sitting on the chair each pupil got a
different hint (in German) (The placement… It has
4 letters… Carnaval is celebrated here…)
They have to write down the name of the city in
the chat box. If it is right the access to the
second game area gets open.
Examples of game session 1
9. Game task characteristics
Areas 1 y 2
Area 3
Area 2: They have to collaborate to find
out the name of a river (5 letters).
The hints appear on the wall when
standing on the yellow spots. (First day of
the week… The opposite of west… The
opposite of north… No right hand…)
They write down the name in the chat
box. If it is right the access to the third
game area gets open.
11. Game task characteristics:
Area 3: They have to build a bridge by
positioning the blocks in the right order. They
have to collaborate in two dyads.
One dyad offers information about the
location of blocks and how they need to be
moved.
The other dyad clicks on the wall in order to
move the blocks behind the wall.
The bridge will facilitate access to the game
space 4.
Area 3
13. Game task characteristics
Area 4: It is a quiz. Each team member
receives 5 questions of multiple choice
when sitting on the chairs. As they
answer correctly the chair goes up and
scores one point.
(In which country is German no official language?
In which city was the wall? How many inhabitants
has Germany?...)
Together they have to score enough
points to get the door opened and
access the final game space.
14. 14
Area 5 There are two typical German recipes on the wall. They
have to buy the ingredients in the shortests timespan
possible. But if they click on the wrong ingredient they get a
point reduction.
Game task characteristics
Áreas 4 y 5
15. Game task characteristics
Final. The game ends up when all team members stand on the
yellow spot on the floor to stop the ever ticking clock.
Once finalised, each team gets out of the gaming environment
meet the other teams and see which team has won the game
contest.
17. Data gathered
Several surveys were developed and administered:
•A background survey gathering biographic information
& language learning experience among others and was
filled in prior to playing the games.
•The user experience survey gathered information about
the game and was filled in after each game session.
•A post survey, measuring learning experience was filled
in after finalizing the game sessions.
Recordings
Focus groups were held after conclusion of games.
18. Results
• Technical concerns
• Preferences & likes
• Co-presence and self-awareness
• Overall evaluation
(5 point Likert-scale: 1 non agreement – 5
complete agreement)
23. Conclusions
• The pupils greatly enjoyed the telecollaborative German
cultural game being played cross-culturally.
• They found it easy to play the game and the sound and
video quality were good particularly in the second game
session. They liked the game environment and being an
avatar.
• They felt co-present in the game. They would
recommend other pupils this kind of telecollaborative
games.
• The scores of the British pupils in the second game were
higher than in the first game session (they seem to have
gained in self-confidence), while the Dutch ones
remained very high in both sessions (some items scored
a little bit lower though)
24. Conclusions
The initial results indicate that telecollaborative games
have a positive impact on learners’ motivation but many
more studies of this kind and undertaking multimodal
analysis are needed in order to corroborate these initial
findings.
> TeCoLa: Next European project (Erasmus+, 2016-
2019).
25. Acknowledgements
We would like to thank:
•the pupils at both schools (Ashcombe School,
Dorking & Pleincollege Nuenen),
•the teachers (H. Meyers & B. Pardoel),
•the OpenSim expert, N. Zwart,
•and the TILA project
As far as technology is concerned, they found it easy to play the game and the sound and video quality were very good particularly in the second game session (see table 1). Notice that the second game scored higher especially for the British kids
Pupils liked very much to communicate and interact in the game environment with pupils from other countries . They liked the game environment and being an avatar. Interestingly, the scores of the British pupils in the second game are higher than in the first game session, and for the Dutch ones are a little bit lower for the Dutch ones.
As to satisfaction and ease factors, we observed that the British kids felt more comfortable and co-present in the second game than in the first one, values being very high. The Dutch pupils dis also feel very positive but the second game was slightly lower (see Table 3)
Finally, pupils were very enthusiastic about the game and the possibility to play it with pupils from another country. They would recommend other pupils to play these games and thy would themselves like to engage in this kind of games more frequently (Table 4). All values were very positive, for the British pupils the second session game scoring considerably higher.