The Effect of Video Games on Iranian EFL Learners’ Vocabulary Learning, (2013)

This is another study that highlights the role of video gaming instruction in improving students' vocabulary.

This study explored the effect of video games as a new tool for Iranian EFL (English as a foreign
language) vocabulary learning. It also attempted to find out gender differences in terms of playing video games

The authors employed three instruments: TOEFL test me. multiple-choice questions achievement test, and Likert-scaled questionnaire to conduct the study. 40 intermediate EFL learners were chosen through a TOEFL proficiency test. The participants were divided into two groups (10 males and 10 females in each): a control group and an experimental group. While the control group studied vocabulary via traditional classes, the experimental group experienced vocabulary learning (the same words) via a video game called Runaway: A Road Adventure.

The results of the study revealed that learning vocabulary via video games is beneficial, in that statistical results revealed that using a video game as a tool for vocabulary learning can be much more useful than using a traditional approach. It also reveal that males are more inclined toward video-game learning than females.



Reference:

Vahdat, S., & Behbahani, A. R. (2013). The effect of video games on Iranian EFL learners’ vocabulary learning. Reading, 13(1).

Educational Gaming: The Influence of Video Games on ESL Students’ Writing Skills, (2012)

The purpose of the study was to investigate the influence of video games on students’ writing skills and their perception on the incorporation of video games in teaching writing. It focused on two specific skills which are vocabulary acquisition and narrative skills.

The study involved 30 students from a Malaysian public university. Data were collected via questionnaire surveys among ESL students in a local university followed by semi-structured interviews with selected respondents.

The study showed positive correlations between gaming and students’ writing skills development.One of the findings of the study was that the majority of students felt that video games enriched their vocabulary and that those words learnt were applied in their English writing tasks. Regarding narrative skills, video games helped enhance students’ imagination, character-building, generating and organizing ideas besides also influencing their choice of writing texts.

I liked this article because it provides an example of implementing video games to enhance ESL learners' writing skills. I think it would be a great idea if the authors asked participants about what types of games they usually play and provide some names of games for the readers.



Reference:

Yunus, M. M., Li, L. K. S., Said, N. E. M., NAJAH, K., KARIM, A., RABI’ATUL, A. J., & SHAMSUL, M. A. S. (2012). Educational Gaming: The Influence of Video Games on ESL Students’ Writing Skills. In WSEAS International Conference. Proceedings. Recent Advances in Computer Engineering Series (No. 7). WSEAS.

The Impact of Video Games in Children’s Learning of Mathematics, (2012)

The article attempts to investigate whether video games could contribute to positive effect on Year 3 primary school students in Malaysia in their use of computer-based video game to enhance learning of multiplication facts (tables) in the Mathematics subject.

The study adopts a causal-comparative research to investigate the impact of the inclusion of a computer-based video game designed to teach multiplication facts to primary level students. Sample size is 100 students divided into two i.e., A: conventional group and B conventional group aided by video games. The conventional group (A) would be taught multiplication facts (timetables) and skills conventionally. The other group (B) underwent the same lessons but with supplementary activity: a computer-based video game on multiplication which is called Timez-Attack.

The findings revealed that video games as a supplementary activity to classroom learning brings significant and positive effect on students’ retention and mastery of multiplication tables as compared to students who rely only upon formal classroom instructions.

I totally agree with the authors in that video games are beneficial for teaching math. Personally speaking, I observed same process on my nephews when I downloaded a math application on their Ipads. They enjoyed learning maths through video games, and they mastered multiplication facts.

Reference:

Abdullah, M. R. T. L., Abu Bakar, Z., Ali, R. M., Faye, I., & Hasan, M. H. (2012). The impact of video games in children’s learning of mathematics. Waset Academy of Science, Engineering and Technology, 64, 968-974.

CALL in the Form of Simulation Games: Teaching English Vocabulary and Pronunciation through Sims (2013)

The purpose of the research is to investigate the effect of simulation Games on sailor and mariners‟ English vocabulary and pronunciation learning of Khoramshahr Navy University.

The study involved 56 students, entered the Navy Simulator Game English Learning Program (NSGELP) (out of 88 after the elimination process), who their English proficiency levels were low-intermediate. Students were divided into two classes: class A was taught in Navy Simulator Game English Learning Program while class B was taught in an ordinary method.The authors hypothesized that Navy Simulation Game has effect on better English vocabulary and pronunciation learning of sailors and marines of Khoramshahr Navy University.

The results clearly showed that these kinds of games have a significant impact of learners, especially
when they learn English as ESP like the sailors and mariners.

Generally speaking, the study provided another evidence in that video games such as simulation game play significant role in students learning process. Furthermore, the study also showed that video games are not only helpful for learning general English, but also learning aspects in English for specific purposes (ESP).



Reference:

Meihami, B., Varmaghani, Z., & Meihami, H. (2013). CALL in the Form of Simulation Games: Teaching English Vocabulary and Pronunciation through Sims. International Letters of Social and Humanistic Sciences, (08), 57-65.

The influence of video games on executive functions in college students. by Buelow, Okdie, & Cooper (2015)

The present study investigated the effects of video game play on executive functions in both male and female undergraduate students. The authors refer to executive functions as "higher-order cognitive abilities tied to the frontal lobes of the brain, and encompass such abilities as planning, organization, set shifting, problem solving, working memory, and decision making" (p. 228).

Participants were placed in two groups: 137 in the control group and 91 in the video game group. "Participants in the video game group first completed a series of questionnaires assessing various personality and other characteristics, then were randomly assigned to play one of five video games (Call of Duty: Modern Warfare 3, Dead Island, LittleBigPlanet, NBA2K12, Need for Speed: Hot Pursuit) as part of a larger study of psychophysiological responses to video games" (p. 230).

"Scores on the Iowa Gambling Task (IGT), Balloon Analogue Risk Task (BART), and Wisconsin
Card Sorting Task (WCST) were then compared. Following active video game play, participants
decided more advantageously on the IGT, and made fewer errors and completed more categories on
the WCST. No group differences emerged on the BART, and gender did not impact any dependent variables. It appears that active video game play may have positive effects on some executive functions with implications for real-world behavior" (p. 228).

The thing that I like in the study is that it is a recent real experiment, in that participants in the video game group engaged in playing these games. I recommend those who are interested in video games to read this study.

Reference

Buelow, M. T., Okdie, B. M., & Cooper, A. B. (2015). The influence of video games on executive functions in college students. Computers in Human Behavior, 45, 228-234.

Form one students’ engagement with computer games and its effect on their academic achievement in a Malaysian secondary school. (2009)

The purpose of the article was to investigate the relationship between computer games and students’
academic achievement. The authors used a survey to collect the data in a Malaysian secondary school. 236 students were participated, whom 75.8 percent were gamers. They spent more than 8 hours per week playing computer games. The findings reveal that there was a weak relationship between playing computer games and students' academic achievement.

Stereotypically, the results seem not to be reasonable.The reason behind this claim is that I have heard many parents and teachers saying that some of my students are not highly achiever because they spend all their time playing video games and not doing their homework or studying. The results however, refuted all of these comments by revealing that the relationship between playing computer games and students' academic achievement is weak. The authors concluded their investigation by stating "blaming computer games for the students’ bad academic performance in school is unjustified as there are many more other factors to look into before finding computer games as the scapegoat (Eow et al., 2009, 1090)."

Reference

Eow, Y. L., & Baki, R. (2009). Form one students’ engagement with computer games and its effect on their academic achievement in a Malaysian secondary school. Computers & Education, 53(4), 1082-1091. 

Helping Learners Get The Most Out Of Online Discussions by Mary Burns

Online discussions are the lifeblood of an online class. Without rich, ongoing discussions, learning is minimized. However, many online courses don’t help online learners understand how to post a new idea or response; the types of communications or posts that contribute to learning or share examples of good posts. As a result, online learners are often left to their own devices with many online discussions stalling or sinking to a level of mediocrity.

This article outlines some basic guidelines to help online learners create and participate in richer and more substantive online discussions.

Posting Etiquette or Basics

Because learners have grown up with technology, we (old folks like me!) often assume that our online students know more than they actually do about such issues as online etiquette and communication. Therefore, I would strongly recommend making Online Learning 101 (How to post online) a part of any online course. In so doing, you can help online learners focus on some basic--but key--areas in online communication.

• New Post/Responding to a Post.When introducing a new thought/concept/introduction, be sure to start by clicking "Add New Thread."
• Subject Line.The subject line is important. When starting a new thread, make sure to create a subject line that both clues in the reader and catches the eye of your audience.
• “Re”.When replying to a note, leave the "re:" portion of the subject line, but feel free to edit the subject line to express how you are extending the conversation. This way everyone can get a quick glance at the direction of the conversation within a thread without actually opening each posting.
• When to Post.In online course I've taught, I set a minimum number of posts per week (e.g., at least twice per session) that students must complete to receive credit for participation. The goal here is to advance the knowledge of the group and this comes from active conversation. Further, posts should adhere to the standards described in the next section.
• Whom to Address.Learners can have a conversation with everyone; with a few people or with one person. It’s important that they know who they are talking to—they might not want a private conversation to be shared with everyone. Similarly, they might want to share something with everyone, not just one person.
• Language.It's important that online learners write for the medium, that is, avoiding the kinds of shortcuts one would use for text messaging.

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