The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The document summarizes a research study that assessed the effect of computer games on the proficiency of teacher trainees in using conventional expressions in conversations. The study exposed 104 teacher trainees (70 female, 34 male) to computer games involving conversations for a week. They were then tested on their proficiency using a 30-item achievement test with dialogues requiring conventional expressions. The female trainees scored significantly higher than the male trainees on average. The study found that computer games have potential to improve student-teachers' cognitive, affective and psychomotor skills when used for language learning.
The document summarizes a learning support assistant's use of iPads in a language lesson with 12 reception students. Key points:
- The assistant used the Puppet Pals app on 4 iPads to help students retell parts of the Cinderella story in pairs.
- Students selected characters and recorded conversations, applying story elements like dialect.
- While iPad access was limited, students collaborated well in pairs. The activity engaged students and supported language outcomes.
- Prior training helped the assistant integrate the iPads effectively despite some classroom noise during playback.
Games in language learning opportunities and challengesAyuni Abdullah
This document discusses opportunities and challenges around using digital games for language learning. It notes that while games can provide an immersive environment for using a target language in meaningful ways, receiving feedback, and reinforcing structures, there is huge variability in game types and uses. The benefits depend on factors like the game design, classroom integration, and student activities. Overall, well-designed games in optimal contexts can support language exposure, interaction, cultural learning, and student motivation when paired with appropriate classroom activities. However, many open questions remain around selecting games and integrating gameplay effectively into language curricula.
ROBOT BASED INTERACTIVE GAME FOR TEACHING ARABIC SPELLINGijaia
This document describes a proposed robot-based interactive game to teach Arabic spelling to children. The game consists of two main parts: a robot connected to a desktop application. The interaction is implemented through an interaction model between the user and robot, where the robot responds to user input with facial expressions and vocal statements. The game is designed to be adaptive by proposing questions related to specific spelling rules based on a child's weaknesses. The game aims to motivate students and allow them to interact and learn Arabic spelling in a fun environment.
The document describes an activity where students in a Welsh club created leaflets using Purple Mash software to advertise the club. The activity aimed to develop students' ICT, literacy, and presentation skills. Students ranging from reception to year 6 participated and were able to complete the activity at their own level. The teacher observed students engaging enthusiastically with designing the leaflets on computers and helping each other. The activity supported learning according to the Welsh national curriculum and literacy framework.
Kirsty Gilbert conducted a lesson where she introduced Year 1 and 2 students to the Puppet Pals app. The students worked in pairs to retell the story of The Three Little Pigs using the app to select characters, settings, and record their story. Each pair then presented their video to the class. The lesson allowed students to learn collaboratively, communicate clearly, and illustrate a story using technology, while recalling details of the story. Kirsty observed that most students were able to use the app independently, though some pairs had one dominant child. She concluded the lesson provided learning across multiple subject areas and that incorporating more technology in lessons could benefit students with proper support for staff.
The document summarizes a lesson where students use an app called Puppet Pals to retell the story of the Three Little Pigs. The teacher introduces the app by demonstrating its functions. Students then work in pairs using iPads to select characters, settings and record their own version of the story. Finally, the student pairs present their videos to the class and provide self-assessment feedback. The teacher evaluates that students gained skills in collaboration, communication, storytelling and technology use while reinforcing comprehension of the source text. Areas for future improvement include choosing student pairs more strategically and incorporating more educational technology in lessons.
1) The document proposes a mobile learning activity to help middle school students practice using sophisticated vocabulary words outside of the classroom using text messaging on their phones.
2) The activity would involve the teacher sending students daily "text tasks" to complete, such as providing synonyms for words, after school hours. Students would reply by the deadline to earn extra credit points.
3) The goals are to provide more time for vocabulary practice, encourage informal learning, and motivate students through gamification elements like earning points. Behaviorist, collaborative, and informal learning theories support the activity's design.
The document summarizes a research study that assessed the effect of computer games on the proficiency of teacher trainees in using conventional expressions in conversations. The study exposed 104 teacher trainees (70 female, 34 male) to computer games involving conversations for a week. They were then tested on their proficiency using a 30-item achievement test with dialogues requiring conventional expressions. The female trainees scored significantly higher than the male trainees on average. The study found that computer games have potential to improve student-teachers' cognitive, affective and psychomotor skills when used for language learning.
The document summarizes a learning support assistant's use of iPads in a language lesson with 12 reception students. Key points:
- The assistant used the Puppet Pals app on 4 iPads to help students retell parts of the Cinderella story in pairs.
- Students selected characters and recorded conversations, applying story elements like dialect.
- While iPad access was limited, students collaborated well in pairs. The activity engaged students and supported language outcomes.
- Prior training helped the assistant integrate the iPads effectively despite some classroom noise during playback.
Games in language learning opportunities and challengesAyuni Abdullah
This document discusses opportunities and challenges around using digital games for language learning. It notes that while games can provide an immersive environment for using a target language in meaningful ways, receiving feedback, and reinforcing structures, there is huge variability in game types and uses. The benefits depend on factors like the game design, classroom integration, and student activities. Overall, well-designed games in optimal contexts can support language exposure, interaction, cultural learning, and student motivation when paired with appropriate classroom activities. However, many open questions remain around selecting games and integrating gameplay effectively into language curricula.
ROBOT BASED INTERACTIVE GAME FOR TEACHING ARABIC SPELLINGijaia
This document describes a proposed robot-based interactive game to teach Arabic spelling to children. The game consists of two main parts: a robot connected to a desktop application. The interaction is implemented through an interaction model between the user and robot, where the robot responds to user input with facial expressions and vocal statements. The game is designed to be adaptive by proposing questions related to specific spelling rules based on a child's weaknesses. The game aims to motivate students and allow them to interact and learn Arabic spelling in a fun environment.
The document describes an activity where students in a Welsh club created leaflets using Purple Mash software to advertise the club. The activity aimed to develop students' ICT, literacy, and presentation skills. Students ranging from reception to year 6 participated and were able to complete the activity at their own level. The teacher observed students engaging enthusiastically with designing the leaflets on computers and helping each other. The activity supported learning according to the Welsh national curriculum and literacy framework.
Kirsty Gilbert conducted a lesson where she introduced Year 1 and 2 students to the Puppet Pals app. The students worked in pairs to retell the story of The Three Little Pigs using the app to select characters, settings, and record their story. Each pair then presented their video to the class. The lesson allowed students to learn collaboratively, communicate clearly, and illustrate a story using technology, while recalling details of the story. Kirsty observed that most students were able to use the app independently, though some pairs had one dominant child. She concluded the lesson provided learning across multiple subject areas and that incorporating more technology in lessons could benefit students with proper support for staff.
The document summarizes a lesson where students use an app called Puppet Pals to retell the story of the Three Little Pigs. The teacher introduces the app by demonstrating its functions. Students then work in pairs using iPads to select characters, settings and record their own version of the story. Finally, the student pairs present their videos to the class and provide self-assessment feedback. The teacher evaluates that students gained skills in collaboration, communication, storytelling and technology use while reinforcing comprehension of the source text. Areas for future improvement include choosing student pairs more strategically and incorporating more educational technology in lessons.
1) The document proposes a mobile learning activity to help middle school students practice using sophisticated vocabulary words outside of the classroom using text messaging on their phones.
2) The activity would involve the teacher sending students daily "text tasks" to complete, such as providing synonyms for words, after school hours. Students would reply by the deadline to earn extra credit points.
3) The goals are to provide more time for vocabulary practice, encourage informal learning, and motivate students through gamification elements like earning points. Behaviorist, collaborative, and informal learning theories support the activity's design.
1) The document proposes a mobile learning activity called "Sophisticated Synonyms" that uses text messaging to reinforce vocabulary outside of the classroom.
2) Students would receive daily text tasks asking them to provide synonyms in response to given words. Teachers could track participation and provide feedback via text.
3) The goals are to give students more time to practice vocabulary, encourage informal learning, and potentially earn extra credit through the collaborative mobile activity. Learning theories of behaviorism, collaboration, and informal lifelong learning support the approach.
This document discusses the use of information and communication technologies (ICT) in language learning. It outlines several ways that ICT can be used positively in the classroom, including to support student-centered learning, improve student motivation and collaboration, and facilitate understanding of course material. The document also discusses how ICT tools like animation and multimedia can be used to develop students' language skills and analyze different classroom activities that can incorporate ICT solutions.
2014 joint research project between Microsoft Australia, Victoria Department of Education and Training and Victoria University investigating the impact of digital stylus enabled devices on learners at multiple levels in K-12
The document discusses best practices for using technology in the classroom. It includes several examples:
1) Ennovy discusses programs like Teenbiz3000 and Digital portfolios that allow differentiated instruction and assessment of student comprehension and work.
2) Kenterra discusses tools like Myon Reader that provide leveled digital books to motivate students and allow teachers to track reading growth.
3) Melba emphasizes that technology should supplement instruction and be aligned to learning objectives.
4) The document provides several other examples of technology uses, including digital games, simulations, social networking, eBooks, and learning stations for assessment.
1) The document proposes a mobile learning activity to help middle school students practice using sophisticated vocabulary words outside of the classroom using text messaging on their mobile phones.
2) Students would receive daily or weekly "text tasks" from their teacher to test their knowledge of vocabulary words through activities like providing synonyms or describing things without using certain words.
3) The goals are to provide more time for vocabulary practice, encourage informal learning outside school, and motivate students through opportunities to earn extra credit. Behaviorist, collaborative, and informal lifelong learning theories support this approach.
The document discusses various evidence-based technologies and interventions that can be used in the classroom to engage and motivate students. It provides examples of programs like Teenbiz3000, Achieve 3000, and Myon Reader that provide personalized learning experiences. Check & Connect and CIRC are discussed as interventions to improve reading comprehension. Best practices mentioned include using digital games, simulations, and social networking. Accelerated Reader, Discovery Education, and digital portfolios are given as examples of technologies used in one teacher's classroom.
20 ideas-for-using-mobile-phones-in-language-classroom2-Israa Abdel Aziz
This document provides 20 ideas for using mobile phones to support second language learning in and outside the classroom. Some key ideas include:
1) Using the note-taking, camera, and voice recording features to collect language samples from everyday interactions and media.
2) Downloading vocabulary flashcards, listening materials, reading materials, and language exchange applications to facilitate independent practice on mobile phones.
3) Encouraging writing practice through text messaging activities like collaborative storytelling, tandem exchanges, blogging, and microblogging on platforms like Twitter.
4) Leveraging the communication features of mobile phones to facilitate speaking practice through language exchanges and recording oral updates.
20 ideas-for-using-mobile-phones-in-language-classroom-Ayat El Qattaa
Mobile phones can be used in many ways to support second language learning both inside and outside the classroom. The document describes 20 practical ideas for using mobile phones, focusing on developing the four skills of speaking, listening, reading and writing. Some key ideas include using the phone's notes, camera, and voice recording features to collect language samples from daily life. Free programs can help organize and share these samples. Text messaging can facilitate collaborative writing activities. Overall, mobile phones provide opportunities for authentic language use and learner autonomy.
Development Game Edutainment Combined with Multimedia Learning to Improve Cog...EvaniaYafie
There is a growing body of evidence supporting the many connections between cognitive competence and game
edutainment. This article defines the cluster of concepts related to pretend game and cognition and briefly synthesizes the
latest research on the role of such play in children's cognitive and naturalistic intelligence. Edutainment games are a game
that includes rules, student guides in practice, awards as a form of appreciation. The combination of interactive multimedia
with edutainment games to reduce the weaknesses of each method and media. Multimedia learning can be used to explain
games in edutainment games so childreneasy to understanding the command, as well as can be used as media to increase
motivation and enthusiasm of children. Game edutainment game utilizes classroom and outdoor especially in the park so it
is expected to increase naturalistic intelligence. The purpose of this research is for the development of Edutainment Game
Combined with Multimedia Learning which has the level of validity, 2) to overcome the effects of Edutainment Game
Combined with Multimedia to Increase Cognitive and Naturalistic Intelligence At 5-6 Year Kindergarten. The research
method is research and development (R&D. The development model adopts the Borg and bile model. This research takes
place in TKNBI Tlogowaru Malang. Data analysis used is descriptive model for model validity test and t test to analyze
model affectivity. The results showed media and method with the level of expert media expertise of 89%, material experts
by 91%. The effectiveness test also shows a model of Combined Edutainment With Effective Multimedia Learning In To Improve Cognitive And Naturalistic Intelligence In 5-6 Year TK
This document discusses research on the benefits and risks of technology use among young children. It finds that limited computer use of under 8 hours per week is associated with cognitive and academic benefits, while over 8 hours is linked to less physical activity and socializing. It also discusses studies showing that computer access can improve school readiness, especially for disadvantaged children, and that multimedia aids comprehension for deaf children compared to text alone. The document advocates for developmentally appropriate and guided technology use in early education.
ROBOT BASED INTERACTIVE GAME FOR TEACHING ARABIC SPELLINGgerogepatton
Game based learning is becoming a widespread technique used to enhance motivation, involvement and educational experience of learners. Games have the potential to support educational curricula when designed effectively. In this work, an educational game to teach Arabic spelling to children is proposed. The game consists of two main parts; a robot and a desktop application. The robot is connected to the desktop application to form the complete game. Our mere focus is to develop an interactive, adaptive game to motivate students and let them interact joyfully in their environment while learning simple Arabic spelling rules. The interaction was implemented through designing an interaction model between the user and the robot, where the robot responds to user input with appropriate facial expressions and vocal statements. On the other hand, adaption and intelligence of the game is done through utilizing the nutshell of expert systems’ framework with some alterations. Our proposed game is based on the curriculum of Saudi Arabia in elementary schools. It is anticipated that the deployment of robot-based games in the classroom will advance students’ engagement and enthusiasm about learning Arabic spelling
Robot Based Interactive Game for Teaching Arabic Spellinggerogepatton
Game based learning is becoming a widespread technique used to enhance motivation, involvement and
educational experience of learners. Games have the potential to support educational curricula when
designed effectively. In this work, an educational game to teach Arabic spelling to children is proposed.
The game consists of two main parts; a robot and a desktop application. The robot is connected to the
desktop application to form the complete game. Our mere focus is to develop an interactive, adaptive game
to motivate students and let them interact joyfully in their environment while learning simple Arabic
spelling rules. The interaction was implemented through designing an interaction model between the user
and the robot, where the robot responds to user input with appropriate facial expressions and vocal
statements. On the other hand, adaption and intelligence of the game is done through utilizing the nutshell
of expert systems’ framework with some alterations. Our proposed game is based on the curriculum of
Saudi Arabia in elementary schools. It is anticipated that the deployment of robot-based games in the
classroom will advance students’ engagement and enthusiasm about learning Arabic spelling
The document discusses game-based learning and how incorporating games and ICT resources can make learning fun. It outlines several benefits of game-based learning such as defined learning outcomes, real-world application of skills, feedback, and an immersive environment. It also discusses considerations for teachers in implementing game-based learning such as matching games to curriculum, time availability, and associated activities. The document provides examples of games that can be used and the roles of teachers and students. Challenges of game-based learning including curriculum integration and assessing learning are also presented.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
This document discusses how educational computer games and CD-ROMs can help motivate and teach English to students learning it as a foreign language. It notes that students enjoy playing computer games and this motivation can facilitate language learning. Repetition in games helps with memorization, and interactive elements engage multiple senses and learning styles. Computer-based learning also benefits shy or easily distracted students by allowing individualized and comfortable practice at home.
1. Playing games is an important part of child development as it helps children learn social and cognitive skills like symbolization and abstract thinking. As children grow, the types of games and rules change with their cognitive abilities.
2. There is evidence that computer games can be effective instructional tools by making learning engaging and relevant to students' interests while developing different learning styles. Games help motivate students through challenge and adjustment of difficulty.
3. For games to be appropriate for classroom use, teachers must ensure the content is connected to curriculum objectives and choose games that incorporate lessons rather than being used purely for entertainment. Games can teach skills like problem solving, critical thinking and discovery to enhance learning.
Blitzmerker: Learning Idioms with a Mobile GameLaila Shoukry
This document discusses the development of a mobile game called Blitzmerker to help children with autism spectrum disorder learn idioms. The game aims to improve social skills through engaging storylines that teach the meanings of proverbs. An evaluation with 12 children found they were highly motivated to play and better understood idioms afterwards. Logging of gameplay provided insights to further improve the game's design and content.
An alternate reality game for language learning and multilingual motivationAyuni Abdullah
The document discusses the design, development and evaluation of an alternate reality game (ARG) aimed at increasing motivation for learning modern foreign languages among secondary school students across Europe. The ARG was developed as part of a European Commission project involving 6 partners, 328 students and 95 teachers from 17 countries. An evaluation found that student attitudes towards the ARG were very positive and that it helped deliver a motivating experience for language learning. Students also believed it helped develop skills in cooperation, collaboration and teamwork.
The document discusses the use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
Disco 2013: Selay Arkun - Evaluation of Draw Something App in Educational per...8th DisCo conference 2013
Vocabulary is considered to be one of the most important components for learning a foreign language. Research suggests that educational games could be used for vocabulary learning. In the literature, there are cases of playing Pictionary, a word guessing game, as a classroom activity to learn new vocabulary. Draw Something is an online and collaborative game in English, similar to Pictionary. It is a mobile application which is played in pairs with players trying to guess the word from their partner’s drawings. The purpose of this study is to evaluate Draw Something in an educational games perspective. This research is based on a questionnaire focusing on players’ experiences of vocabulary learning while playing Draw Something. The data is collected from players who are not native English speakers. Results show that 44 out of 52 (85%) players have learned new vocabulary by playing Draw Something. Players use a variety of strategies to learn the meaning of an unknown word; using a dictionary, using a translator, asking someone, and using cheating application developed for Draw Something. With some additions to strengthen the educational features; a vocabulary building game similar to Draw Something could be developed.
1) The document proposes a mobile learning activity called "Sophisticated Synonyms" that uses text messaging to reinforce vocabulary outside of the classroom.
2) Students would receive daily text tasks asking them to provide synonyms in response to given words. Teachers could track participation and provide feedback via text.
3) The goals are to give students more time to practice vocabulary, encourage informal learning, and potentially earn extra credit through the collaborative mobile activity. Learning theories of behaviorism, collaboration, and informal lifelong learning support the approach.
This document discusses the use of information and communication technologies (ICT) in language learning. It outlines several ways that ICT can be used positively in the classroom, including to support student-centered learning, improve student motivation and collaboration, and facilitate understanding of course material. The document also discusses how ICT tools like animation and multimedia can be used to develop students' language skills and analyze different classroom activities that can incorporate ICT solutions.
2014 joint research project between Microsoft Australia, Victoria Department of Education and Training and Victoria University investigating the impact of digital stylus enabled devices on learners at multiple levels in K-12
The document discusses best practices for using technology in the classroom. It includes several examples:
1) Ennovy discusses programs like Teenbiz3000 and Digital portfolios that allow differentiated instruction and assessment of student comprehension and work.
2) Kenterra discusses tools like Myon Reader that provide leveled digital books to motivate students and allow teachers to track reading growth.
3) Melba emphasizes that technology should supplement instruction and be aligned to learning objectives.
4) The document provides several other examples of technology uses, including digital games, simulations, social networking, eBooks, and learning stations for assessment.
1) The document proposes a mobile learning activity to help middle school students practice using sophisticated vocabulary words outside of the classroom using text messaging on their mobile phones.
2) Students would receive daily or weekly "text tasks" from their teacher to test their knowledge of vocabulary words through activities like providing synonyms or describing things without using certain words.
3) The goals are to provide more time for vocabulary practice, encourage informal learning outside school, and motivate students through opportunities to earn extra credit. Behaviorist, collaborative, and informal lifelong learning theories support this approach.
The document discusses various evidence-based technologies and interventions that can be used in the classroom to engage and motivate students. It provides examples of programs like Teenbiz3000, Achieve 3000, and Myon Reader that provide personalized learning experiences. Check & Connect and CIRC are discussed as interventions to improve reading comprehension. Best practices mentioned include using digital games, simulations, and social networking. Accelerated Reader, Discovery Education, and digital portfolios are given as examples of technologies used in one teacher's classroom.
20 ideas-for-using-mobile-phones-in-language-classroom2-Israa Abdel Aziz
This document provides 20 ideas for using mobile phones to support second language learning in and outside the classroom. Some key ideas include:
1) Using the note-taking, camera, and voice recording features to collect language samples from everyday interactions and media.
2) Downloading vocabulary flashcards, listening materials, reading materials, and language exchange applications to facilitate independent practice on mobile phones.
3) Encouraging writing practice through text messaging activities like collaborative storytelling, tandem exchanges, blogging, and microblogging on platforms like Twitter.
4) Leveraging the communication features of mobile phones to facilitate speaking practice through language exchanges and recording oral updates.
20 ideas-for-using-mobile-phones-in-language-classroom-Ayat El Qattaa
Mobile phones can be used in many ways to support second language learning both inside and outside the classroom. The document describes 20 practical ideas for using mobile phones, focusing on developing the four skills of speaking, listening, reading and writing. Some key ideas include using the phone's notes, camera, and voice recording features to collect language samples from daily life. Free programs can help organize and share these samples. Text messaging can facilitate collaborative writing activities. Overall, mobile phones provide opportunities for authentic language use and learner autonomy.
Development Game Edutainment Combined with Multimedia Learning to Improve Cog...EvaniaYafie
There is a growing body of evidence supporting the many connections between cognitive competence and game
edutainment. This article defines the cluster of concepts related to pretend game and cognition and briefly synthesizes the
latest research on the role of such play in children's cognitive and naturalistic intelligence. Edutainment games are a game
that includes rules, student guides in practice, awards as a form of appreciation. The combination of interactive multimedia
with edutainment games to reduce the weaknesses of each method and media. Multimedia learning can be used to explain
games in edutainment games so childreneasy to understanding the command, as well as can be used as media to increase
motivation and enthusiasm of children. Game edutainment game utilizes classroom and outdoor especially in the park so it
is expected to increase naturalistic intelligence. The purpose of this research is for the development of Edutainment Game
Combined with Multimedia Learning which has the level of validity, 2) to overcome the effects of Edutainment Game
Combined with Multimedia to Increase Cognitive and Naturalistic Intelligence At 5-6 Year Kindergarten. The research
method is research and development (R&D. The development model adopts the Borg and bile model. This research takes
place in TKNBI Tlogowaru Malang. Data analysis used is descriptive model for model validity test and t test to analyze
model affectivity. The results showed media and method with the level of expert media expertise of 89%, material experts
by 91%. The effectiveness test also shows a model of Combined Edutainment With Effective Multimedia Learning In To Improve Cognitive And Naturalistic Intelligence In 5-6 Year TK
This document discusses research on the benefits and risks of technology use among young children. It finds that limited computer use of under 8 hours per week is associated with cognitive and academic benefits, while over 8 hours is linked to less physical activity and socializing. It also discusses studies showing that computer access can improve school readiness, especially for disadvantaged children, and that multimedia aids comprehension for deaf children compared to text alone. The document advocates for developmentally appropriate and guided technology use in early education.
ROBOT BASED INTERACTIVE GAME FOR TEACHING ARABIC SPELLINGgerogepatton
Game based learning is becoming a widespread technique used to enhance motivation, involvement and educational experience of learners. Games have the potential to support educational curricula when designed effectively. In this work, an educational game to teach Arabic spelling to children is proposed. The game consists of two main parts; a robot and a desktop application. The robot is connected to the desktop application to form the complete game. Our mere focus is to develop an interactive, adaptive game to motivate students and let them interact joyfully in their environment while learning simple Arabic spelling rules. The interaction was implemented through designing an interaction model between the user and the robot, where the robot responds to user input with appropriate facial expressions and vocal statements. On the other hand, adaption and intelligence of the game is done through utilizing the nutshell of expert systems’ framework with some alterations. Our proposed game is based on the curriculum of Saudi Arabia in elementary schools. It is anticipated that the deployment of robot-based games in the classroom will advance students’ engagement and enthusiasm about learning Arabic spelling
Robot Based Interactive Game for Teaching Arabic Spellinggerogepatton
Game based learning is becoming a widespread technique used to enhance motivation, involvement and
educational experience of learners. Games have the potential to support educational curricula when
designed effectively. In this work, an educational game to teach Arabic spelling to children is proposed.
The game consists of two main parts; a robot and a desktop application. The robot is connected to the
desktop application to form the complete game. Our mere focus is to develop an interactive, adaptive game
to motivate students and let them interact joyfully in their environment while learning simple Arabic
spelling rules. The interaction was implemented through designing an interaction model between the user
and the robot, where the robot responds to user input with appropriate facial expressions and vocal
statements. On the other hand, adaption and intelligence of the game is done through utilizing the nutshell
of expert systems’ framework with some alterations. Our proposed game is based on the curriculum of
Saudi Arabia in elementary schools. It is anticipated that the deployment of robot-based games in the
classroom will advance students’ engagement and enthusiasm about learning Arabic spelling
The document discusses game-based learning and how incorporating games and ICT resources can make learning fun. It outlines several benefits of game-based learning such as defined learning outcomes, real-world application of skills, feedback, and an immersive environment. It also discusses considerations for teachers in implementing game-based learning such as matching games to curriculum, time availability, and associated activities. The document provides examples of games that can be used and the roles of teachers and students. Challenges of game-based learning including curriculum integration and assessing learning are also presented.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
This document discusses how educational computer games and CD-ROMs can help motivate and teach English to students learning it as a foreign language. It notes that students enjoy playing computer games and this motivation can facilitate language learning. Repetition in games helps with memorization, and interactive elements engage multiple senses and learning styles. Computer-based learning also benefits shy or easily distracted students by allowing individualized and comfortable practice at home.
1. Playing games is an important part of child development as it helps children learn social and cognitive skills like symbolization and abstract thinking. As children grow, the types of games and rules change with their cognitive abilities.
2. There is evidence that computer games can be effective instructional tools by making learning engaging and relevant to students' interests while developing different learning styles. Games help motivate students through challenge and adjustment of difficulty.
3. For games to be appropriate for classroom use, teachers must ensure the content is connected to curriculum objectives and choose games that incorporate lessons rather than being used purely for entertainment. Games can teach skills like problem solving, critical thinking and discovery to enhance learning.
Blitzmerker: Learning Idioms with a Mobile GameLaila Shoukry
This document discusses the development of a mobile game called Blitzmerker to help children with autism spectrum disorder learn idioms. The game aims to improve social skills through engaging storylines that teach the meanings of proverbs. An evaluation with 12 children found they were highly motivated to play and better understood idioms afterwards. Logging of gameplay provided insights to further improve the game's design and content.
An alternate reality game for language learning and multilingual motivationAyuni Abdullah
The document discusses the design, development and evaluation of an alternate reality game (ARG) aimed at increasing motivation for learning modern foreign languages among secondary school students across Europe. The ARG was developed as part of a European Commission project involving 6 partners, 328 students and 95 teachers from 17 countries. An evaluation found that student attitudes towards the ARG were very positive and that it helped deliver a motivating experience for language learning. Students also believed it helped develop skills in cooperation, collaboration and teamwork.
The document discusses the use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
Disco 2013: Selay Arkun - Evaluation of Draw Something App in Educational per...8th DisCo conference 2013
Vocabulary is considered to be one of the most important components for learning a foreign language. Research suggests that educational games could be used for vocabulary learning. In the literature, there are cases of playing Pictionary, a word guessing game, as a classroom activity to learn new vocabulary. Draw Something is an online and collaborative game in English, similar to Pictionary. It is a mobile application which is played in pairs with players trying to guess the word from their partner’s drawings. The purpose of this study is to evaluate Draw Something in an educational games perspective. This research is based on a questionnaire focusing on players’ experiences of vocabulary learning while playing Draw Something. The data is collected from players who are not native English speakers. Results show that 44 out of 52 (85%) players have learned new vocabulary by playing Draw Something. Players use a variety of strategies to learn the meaning of an unknown word; using a dictionary, using a translator, asking someone, and using cheating application developed for Draw Something. With some additions to strengthen the educational features; a vocabulary building game similar to Draw Something could be developed.
Leigh-Chantelle's OCURA2020 Presentation on Preschoolers and their Engagement...Leigh-Chantelle
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The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainees in Using the Conventional Expressions in Conversations
1. Research Journal of Education
Vol. 1, No. 1, pp: 1-7, 2015
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
1
Academic Research Publishing Group
The Effect of Computer Games on the Proficiency of the B.Ed.
Teacher Trainees in Using the Conventional Expressions in
Conversations
Rajendran Muthiah Asst. Professor, Education Dept. SRM University, Kattankulathur, Chennai,
Tamil Nadu, India
1. Introduction
The introduction of instructional software programmes in English language has produced tremendous
improvement in teaching and learning English grammar. The focus of instruction has broadened from the teaching of
discrete grammatical structures to the fostering of communicative ability.
The role of technology in language learning has made outdated, drills, grammatical explanations and translation
of texts, and the focus is shifted to communication based contexts where task based, project based and content based
approaches are integrated with technologies.
The use of multimedia in education has significantly changed pupils’ learning processes and enhanced students’
learning performance in science, mathematics, and literacy. Computer-assisted instruction (CAI) programs have
important factors that can motivate, challenge, increase curiosity and control, and promote fantasy in children.
Recently, the availability and popularity of the computer-based video games have been ever-growing, and game
developers and researchers have started to investigate the impact of the video games on students’ cognitive learning.
Recreational Computer Games make a positive impact on children’s subsequent performance after instructional
tasks. Children in Europe and America spend more time with media and are spending more hours a day watching
television and videos, using computers, and playing video games. “When children play games in online
environments, they often emphasize interactivity that is communication patterns in conversation, consultation,
transmission and registration. Playing the games, children live in both physical and virtual spaces such as chat
rooms, email, and communication in relation to online games, discussion forums and new groups and establish new
social relations”, said Birgitte and Bente (2007).
With the arrival of computers, tablets, cell phones and smart phones, there is no necessity for scribbling letters,
essays and poems in the paper. The on –line teaching and testing of the languages and other subjects have adversely
affected writing practice on paper and notebook. The games are entertaining and challenging and so the teachers
should implement games-based learning in existing curricular context. When new games arrive, the old ones recede
to the background as it happens in all the fields. Mingoville is based on the idea that children learn and are motivated
by problem solving and game activities rather than traditional, skills -based and text-book- based material focusing
on reading, writing, spelling and listening. It is a serious game exploiting the ‘fun- factor’ of gaming and is
structured around themes and activities that cater to children’s desire to explore, interact and play games. ‘Creative
Abstract: The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed
teacher trainees in using the conventional expressions in conversations. The role of technology in language
learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to
communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent
performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such
as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement
test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study
with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to
some computer games involving fun and conversations for a week, they were tested for their proficiency. The
tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be
average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to
be significantly higher than that of the male teacher trainees. The computer games have the potential to improve
the cognitive, affective and psychomotor skills of the student-teachers.
Keywords: CAI; Lexis; Machinima; Serious games; Skype.
2. Research Journal of Education, 2015, 1(1): 1-7
2
Lab’ is a laboratory where children can draw pictures or sing karaoke in English. ‘Games’ are serious games that
involve construction of sentences and the recognition of words.
Screenshots can be used for discussion. Press the key, ‘PrtSc’ and the word processer opens. Right click, choose
and paste. One can see the screen shot now. Students will bring their own screenshots and describe the scenes and
also predict what will happen next and why. They can attempt to write out a possible dialogue.
Smaller games are available in ‘Mystery of Time and Space’; in which the adventurer has to
(http:www.albartus.com/motas/), solve riddles and puzzles, find and use objects, escape from locked rooms, find
hidden passages and be a detective and examine everything to unlock the doors of the ‘Mystery of Time and Space’.
The term, ‘MMORPG’ stands for ‘massively multiplayer online role-playing game. Success in playing the game
depends on participants’ ability to plan ahead and to use strategies –crucially, with the help of others. This involves
communication via chat. Many students play this game in their L1 but are quite happy to play in English. In a game
called, ‘Toon Town’, players as Toons join forces to save the world from the invading robot cogs/humourless
business robots who are attempting to turn the colourful, happy world of Toon Town into a corpoarate metropolis.
Because cogs can’t ‘take a joke’, Toons are cartoon gags to crack them up. Machinima, a form of story telling is
popular with teenagers. It is a contraction of machine and cinema. It is the telling of a story based on games graphics.
Gamics (games + comics) involve ‘still images’. Students use images from their favourite cartoons to create their
own. The free software like, ‘Scratch’ (http://scratch.mit.edu/ lets students create environments, characters and
animations, using a simplified programming language
Most written communications now take place electronically in the form of e-mails as children learn from their
parents and peers. Video games offer a lot of potential to motivate students to write a wide range of text types.
2. Review of Related Literature
Luu and Nguyen (2010) reported that the things a teacher does using LCD screen and a Mouse can’t be done in
traditional setting classroom with only chalk and board. The visual and interactive features of many technology-
resources focus students’ attention and encourage them to spend more time on learning tasks. Online grammar
teaching has become the order of the day. Mistakes in spelling are highlighted in the computer. Telly has made
positive contribution to learning grammar. The diagnostic tests reveal their areas of difficulty and the teachers can
plan remedial teaching. Computers with all the multimedia, animations and clear photos, sounds and videos help the
teachers and students. Games should be an integral part of the language syllabus. Games can be used from controlled
to free practice. It can serve as a memory and repetition drill. A game is an activity with rules, a goal and an element
of fun. Students need to digest these rules before they start. Games are designed for different levels as well as topic.
Games comprise many factors such as rules, competition, relaxation and learning. There are linguistic games,
communicative games, Information gap game, sorting/ordering/arranging games and so on. Educational software is
creatively developed not to substitute for teachers, but to supplement to teaching and learning.
Rizvan and Bahman (2011) studied on “ Computer-based video games for vocabulary acquisition among Young
children: An Experimental study” and found computer-based video games facilitated children’s cognitive learning
achievement. Teaching language through computer games foster language development and compensate for their
shortcomings. Playing video games improve children’s fact/recall processes and promote problem solving skills by
recognizing multiple solutions for problems. The sample was 418 EFL teachers and students. They found no
significant difference in students’ achievement when they received instructional treatments under tradional CAI
programme and a Computer based Videogame. But every treatment produced significant difference in learning
separately. Analysis of data was made by SPSS 11.5. The experimental group who used computer games
outperformed the control group at (P<0.05)
Ying and Hui (2011) studied on “ Investigating the impact of using games in teaching children English”. Games
were used to develop language skills and their proficiency in relation to their motivation, vocabulary acquisition and
anxiety due to peer pressure. The aim is to find out the relationship between the usage of games and students’
English proficiency. The sample was 50 grade-six EFL students from an elementary school. Students evidenced
significant improvement in vocabulary acquisition, learning due to motivation and in reduction of anxiety level due
to peer pressure.
Graham (2013) has suggested in his article on “Integrating technology into Secondary English Language
Teaching” that a teacher can conduct activities to foster all the skills using the smartphones the students have. The
learners are given worksheets and the activities consisted of:
Listening: The learners used a barcode scanner application on their group’s smartphone to scan a QR (Quick
Response) code. The information contained in the QR code led them to a recording of a poem. The learners then had
to listen to the poem, complete a cloze activity and solve a puzzle hidden in the poem.
Speaking/reading. The learners had to make a recording of a radio play script using the audio blog software
VocalPost (http://vocalpost.com) and email it to their teacher.
Writing: The learners scanned one of two QR codes, then watched a short video or cartoon. On their answer
sheets they then had to write a paragraph retelling the story.
Grammar: The learners scanned the QR code and were then sent to an online grammar quiz. After finishing this,
the results were emailed to the teacher.
Dictionary work: The learners used a dictionary app to complete one of the worksheets.
3. Research Journal of Education, 2015, 1(1): 1-7
3
Treasure hunt: The learners scanned another QR code, which led to a question and clue to a place in the school
where they would find the next question. There was another QR code there, which had another question and clue and
which led to a different location. This continued, with the learners running around the building and outside in the
garden in order to answer all the questions.
Two teachers decided to each be a guest in the other teacher’s class and let the class interview them using
Skype. Skype is a synchronous web tool which allows real-time live discussion and it extends the walls of the
traditional classroom and it engages students to communicate with an authentic audience, and having an authentic
atmosphere in class.
Anders (2013) studied on “Computer games can improve teaching in schools” and identified the real causes for
the lethargy shown by the teachers, parents and the governments for permitting their students to play computer
games. In the classroom, they never bothered to look up words, but when they came across new words in the games,
they simply couldn’t progress if they didn’t understand what was being said.” There is a great educational potential
in computer games, provided that schools get better at recognising the skills that the pupils have attained outside of
the school environment, and get better at putting those skills into active use at school. The serious games do not
entertain the children and they are for learning and research based. The serious computer games can act as a highly
efficient engine in the teaching because the games add an element of competition and challenge. The teachers try to
avoid this competitive element for fear of exposing some of the vulnerable kids. But the kids really like the
competition and the challenge in the games. Teachers need to join in the fun if computer games are to be used
effectively as educational tools. The use of computer games in teaching is still a novelty, and many teachers do not
play computer games in their spare time. Playing the serious game, Global Conflicts, pupils learn about the Middle
East conflict by playing the role of journalists reporting from the region. Here, the teacher could easily have been
given a role in the game as an editor who could send texts back to the pupils and ask them to make improvements,
Kyle (2015) has expressed his ideas on “ How do we use computer games?” in the website ‘Wikihome’. There
should be three stages to using computer games in the classoom - a pre-gaming stage (or orientation activity), a
gaming stage and a post-game stage, which is very much in line with TBL. Each of these stages can have their own
set of task types and each type of game can lend itself to differing areas of language. Learner task types can be
conducted by individuals, pairs or small groups and the language areas covered could be grammar or vocabulary
based or alternatively focus on practising a specific skill such as listening, reading, writing or speaking. The
primary concern of the teacher is to select, adapt or create games/ tasks for the learner. This should be done with the
individual learner's interests and language level in mind. Some useful website sources for free online games
include:http://www.i-am-bored.com/
http://www.pointandclickgames.com/ http://www.gamershood.com/
http://www.flash-game.net/ The main aim is to generate language.
3. Objectives
1. To enable the B.Ed teacher trainees listen, see and understand the conversational games in English.
2. To help them pick up the conventional expressions/formulaic expressions for the necessary ‘functions’
and be proficient in using them.
3. To make them aware of the usefulness of the computer games.
4. Hypotheses
1. The level of proficiency of the B.Ed teacher trainees in using the conventional expressions in
conversations will be high.
2. The level of proficiency of the B.Ed Female - teacher trainees in using the conventional expressions in
conversations will be high.
3. The level of proficiency of the B.Ed Male-teacher trainees in using the conventional expressions in
conversations will be above average.
4. There is no statistical significant difference in the proficiency of using the conventional expressions in
conversations between the female and male B.Ed teacher trainees.
5. Methods and Materials
Method of the Study
Experimental Study
Design of the study
Single Group Post test only design.
Sample for the Study
A stratified sample of 70 girls and 34 boys excluding visually challenged
student –trainees.
Tools for the Study
1. Conversational computer games downloaded from the website: Learn English
Conversation: Playing Video Games – You Tube
.
4. Research Journal of Education, 2015, 1(1): 1-7
4
http://goo.gl/HnwRe
2. Pebbles: Indoor & Outdoor games for all ages: www.pebbles-india.com
Spoken English and Group Discussion
3. Orient Black Swan-ELT : Dialogue
4. Curriki: Free Learning Resources for the World.
High School: contributed by Project Gutenberg
5. An achievement test (in the form of dialogues) with 30 items . In every item, the teacher
trainees need to fill up the blanks with apt conventional expressions.
6. Procedure
The following conventional expressions for the given ‘functions ’ were typed down and print outs and Xerox
copies were given to the B.Ed teacher trainees before they watch the computer games. The study was conducted
in the Education Department of the SRM University, Chennai, Tamil Nadu, India. The trainee teachers were
asked to note down the conventional expressions and idioms used by the characters in the games. They were
suggested to keenly observe the games. All the participants in the study were given opportunities to move the
mouse, click and play a game. As most of the trainee-teachers are having Lap-tops distributed free of cost by the
State Government, they can buy CDs from the shops and play the games. Some of the teacher trainees are
playing games in their smart phones with net connections. At the end of the week, the achievement test ( ten
dialogues with three blanks in each for the students to fill them up) was conducted. 34 boys and 70 girls
participated in the test. The mean scores of the boys and girls were worked out separately. The mean of the
whole group and the standard deviation were calculated. The ‘t’ value was calculated.
Function: Saying Goodbye (Parting) S1: Speaker One. S2: Speaker Two.
S1: Goodbye S1: I must go now
S2: Cheerio/Bye S2: I have to go now.
S1: See you later
S2: See you again some time/ Well, it was nice talking to you.
S1: All right. Bye, Sam. See you tomorrow.
S2: Bye!
Function: Introduction
S1: Hello, I’m Sekar
S2: I’m Babu. Pleased to meet you./ I’m Babu. It’s nice to meet you.
Some of the expressions used for introducing oneself or someone else are given here:
1.Good Morning. I’m Rajesh from SRM University. 2. Excuse me. I’m Gani from Madras University.
3. This is Mr. Balu/Miss Arasi. 4. Meet my friend/sister/brother.
5. Do you know my friend, Vendhan? 6. Please meet Mr. Kamal 7. May I introduce my friend, Kumar?
8. Let me introduce Dr. Gopu. 9. I’m sure you’d like to meet Mr. Kathir. 10. I’d like to introduce my
friend, Mani.
Function: To express an oblication.
1: I must go now. 2: I need to leave now. 3. I have to support him. 4. I ought to warn him.
Function: Invitation
S1: Would you like another cup of tea?
S2: No thanks. I have to go now.
Some more expressions of invitation are:
Inviting Accept invitation Decline Invitation
I’d like you to attend my marriage. Thank you. I’d be happy to. I wish I could, but….
Won’t you please lend me a hand? With pleasure. I’m sorry. I can’t
I’d like to invite you to my
birthday. That’d be nice.Thank you. I’m afraid I won’t be able to
Why don’t you….. O.K. All right. I regret I’m unable to accept
How/What about visiting my house? We’d be delighted to . I’d be very much like to, but..
We’d be delighted if you could…we’d love to. Thank you. I’m really sorry.I don’t think I can
Function: Request
5. Research Journal of Education, 2015, 1(1): 1-7
5
Some informal expressions used while talking to friends and equals.
1. Can/Could you please help me? 2. Can/Could you lend me 1000 rupees please?
3. Would you please pay heed to my words? 4. Do you mind my waiting here?
5. Will you please attend the party?
Some formal expressions used when speaking to superiors follow here:
1. Can you do me a favour? 2. I’d be grateful if you could offer some money?
2. Please do me a favour by admitting my friend. 4. Would you be kind enough to lend me your movie-
camera? 5. If you don’t mind, please accommodate me. 6. I’m sorry to trouble you, but this is my last
chance.
Function: Hobbies
S1: Do you play cricket? / Can you play cricket?
S2: Yes, I do. Do you? / Yes, I can. Can you? / No, I can’t play. Can you?
Function: Greeting
S1: 1. Hi, Meena! How’re you? / How do you do? 2. Hello, Mani! Nice to see you again.
3. Nice to see you after so long. 4. How nice to see you again! 5. Good Morning
6. Good afternoon/Evening/Night 7. Hi/Hello, everybody! 8. Good Morning, everybody. 9. How’re you
getting on 10. How’s life?/How’re you?/How do you do?
11. what’s the latest? 12. I hope you’re well. 13. I hope things are going well with you.
Function: Congratulating/Wishing
S1: By the way, did you hear that I’ve got admission in IIT?
S2: That’s good. Congrats! When are you joining?
1. Hearty congratulations!/ Congrats on your success! 2. That is a nice thing to hear.
3. Let me congratulate you on your win. 4. What a wonderful/superb achievement.
5. Well done! 6. May I congratulate you for your performance. 7. Permit me to offer my hearty
congratulations. 8. If I may say so, you’re really wonderful.
The Pebbles-list includes indoor and outdoor games for all ages. There are leisure games, skill games, Fun
time and physical activities. It is a wide selection of games aimed at all ages and designed to make our times
more fun and enjoyable anywhere, anytime. To play a game, the most important thing is the desire to participate
and enjoy oneself. Some games do not make one move from chair; other games will make one run as much as
one can and some others will demonstrate one’s expressions, skill and sense of humour.
The Indoor games consist of the following games:
1. Sprouts Up 2. Pipe layer up 3. Capture up 4. Tic-Tac-Toe 5. Col Game 6. Connect Four 7. Gomoku 8.
Stop Gate 9. The Game of Set . 10. Othello 11. Nim 12. North Cott’s game 13. Dim 14.Domineering
14. Spill and Spell 15. Indian Games.
The Outdoor games consist of Exclusive Games.1. Hen & Chicks 2. Human Chain
3. Duck duck Grey Duck 4. Four corners 5. Freeze 6. Ball in the air 7. Head or Catch
8. Baby, if you love me smile. 9. Bumble bee, bumble bee 10. King 11. Pussy wants a
signal 12. Prisoner 13. Red Rover 14. Sleeping Lions 15. Indian Games.
7. Verification of Hypotheses
H1 :
Table-1. The Level of Proficiency of the B.Ed Trainee Teachers in using Conventional expressions in conversations.
Gender N Mean
Female and Male
Teachers
104 54
The mean performance of all the teacher trainees is just above the average.
So the first hypothesis is rejected.
H2:
Table-2. The Level of Proficiency of the female B.Ed teacher trainees in using the conventional expressions in conversations.
The second hypothesis that the proficiency level of female teacher trainees will be high is rejected. Level of
proficiency of the female teacher trainees is above average.
Gender N Mean
Female Trainee
Teachers
70 58
6. Research Journal of Education, 2015, 1(1): 1-7
6
H3 :
Table-3. Level of proficiency of the Male B.Ed teacher trainees in using the b Conventional expressions in conversations
Gender N Mean
Male Trainee
teachers
34 50
Level of proficiency of the B.Ed trainee teachers is just average. So the third hypothesis that the level of
proficiency of the B.Ed teacher trainees is high, is rejected.
H4 :
Table-4. Difference in proficiency of the Female and Male teacher trainees
Gender N Mean σ t-calculated t- table value
Female
Male
70
34
58
50
11.23
4.4
5 2.63
S
The null hypothesis is rejected. Female Graduate Teacher trainees have Higher mean performance.
8. Results
The level of proficiency in using the conventional expressions of the B. Ed teacher trainees as a whole is
just above the average level.
The level of proficiency of the Female teacher trainees in using the conventional expressions in
conversations is above average.
The level of proficiency of the male teacher trainees in using the conventional expressions in conversations
is average.
The level of proficiency of the female teacher trainees in using the conventional expressions in
conversations is significantly higher than that of the male teacher trainees.
9. Discussion
Oodles of computer games interspersed with conventional expressions are available on several websites. People
can have free access to them. Compact discs containing computer games on pronunciation, vocabulary and
conversations are available in the market. The teacher trainees were asked to take note of the expressions used in the
games, they brought their own CDs to the class and shared the content with others. Some of them saved the games in
their smart phones and began to play them often. For a week the OHP available in the class made use of for the
display of games on the screen.
Besides the conventional expressions, the idioms used in games were also pointed out to the teacher trainees. In
one small outdoor game in ‘Pebble’, the verb ‘jump’ is used as a phrasal verb adding the prepositions ‘up, over,
behind’ to it. For teaching the use of idioms which are rarely used by the Indians, the computer games are very
useful.
Audio and Visual effect of CAI lessons make an wonderful impact on the learning a language of the students.
As most of the trainees are from villages, they feel shy to say these expressions aloud. Repeated listening to the
computer games has made them hopeful and fearless. The teachers in government schools should try to bring these
games to their classes by enlisting the support of the parents. They should exploit the loads and loads of games
available in CDs and internet to improve the conversational skills of the students. This study has made the author to
make a survey on the vast content of conversational material integrated with the computer games.
Rizvan and Bahman (2011) have reported that computer games facilitated children’s cognitive skills. The indoor
and outdoor games can hone all the three Bloom’s taxonomic skills such as cognitive, affective and psychomotor
skills.The puzzles improve their recall processes and promote problem solving skills.
As Luu and Nguyen (2010) suggested, online grammar teaching has become the order of the day. The
governments should bring facilities into schools and train the teachers to use them teaching. Without fulfilling these
things, it is meaningless to say that computer games will harm the mental growth of the children. Computer games
should be an integral part of the syllabus. Starting from controlled composition, students can be guided towardsfree
composition of writing, speaking and creating their own expressions. Linguistic communicative, information gap and
sorting games can supplement teaching activity.
Graham (2013) has suggested ways to develop all the basic skills of language learning besides reference skill
and grammatical skills using the computer.
The students who do not assimilate new lexical items in the class, understand more difficult words they come
across while playing computer games. So Anders (2013) suggests that computer games have a great educational
potential. The serious games add an element of competition and challenge. Teachers should evince interest in
playing computer games in their spare time. Otherwise they can’t select, adapt or create games/tasks for the learners.
The innumerous websites have the main aim of generating language.
7. Research Journal of Education, 2015, 1(1): 1-7
7
Reinders (2009) has reported that students can be asked to describe their online characters. The computer games
are arranged in the order of simple to complex. Screenshots can be used for discussion. The games like ‘Toon Town’
and ‘Scratch’ can make the students creative.
The computer games have fun factors. The serious games involve construction of sentences and the recognition
of words. While conducting the teaching of games, the teacher has to explain the meaning of the rules given in long
sentences. The slow learners spend more time in playing computer games. They learn from games what they fail to
learn in the classroom.
10. Recommendations
The Government should create a ‘virtual World’ in every school for at least 50 students to play games for
improving their skills. In Stead of harping on the problem of migration of students from government-run schools to
private schools, they should equip the schools with latest electronic gadgets. The Hong Kong government had
created full-fledged computer laboratories across the country in all the schools some years before. Concrete
buildings alone cannot give quality education. The schools need to be provided good furniture and modern electronic
gadgets. The government should not close down the schools under the pretext of fallen strength. If the government
equips the schools with latest version of computers and other gadgets, why the students migrate to private schools?.
The teachers are selected and appointed after rigorous ‘Teacher Eligibility Tests’. But they are not provided with
equipments.
11. Conclusion
The governments should equip the schools and the teachers for making their students exploit the full potential of
the computer games. The rural students should be educated to move towards using the Skype, Screenshots, M
MORPG, Machinima, gamics, Scratch and Mingoville instead of treating the computer as the mere typewriter.
12. Acronyms
CALL ---- Computer Assisted Language Learning
CAI ---- Computer Assisted Instruction
TBL --- Task Based Learning
TEFL ---- Teaching of English as the Foreign Language
SPSS ---- Statistical Package for the Social Sciences
References
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Graham, S. (2013). Integrating technology into secondary english language teaching. British Council: London.
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Kyle, M. (2015). How do we use computer games? : http://kylemawer.wikispaces.com/
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http://innovationinteaching.org/publications-using-computer-games-to-teach-writing/.
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