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The Use of Digital Game

in Language Teaching

Nurfadilah Nadjib (18716251006)


M. Rizky Setiawan (17716251045)

http://www.free-powerpoint-templates-design.com
Table of 01 Definition of Game

Contents 02 Genres of Digital Game and Types for


Existing Game for Learning
03 The Rationale for Using Digital Game in
Language Learning

04 Teachers’ Perception on The Use of


Digital Game

05 Students’ Perception on The Use of


Digital Game
06 Literature Review of Related Studies

07 Advantages and Disadvantages of


Digital Game
08 Conclusion
What is digital game?
Digital
Whitton (2010) defined digital as An electronic device of
some kind, either online or offline. Such as desktop computer,
laptop, game consoles, mobile phones, digital audio players,
and so on.

Game
•Ellington and colleagues (1982) defined game as simply
having two characteristics; rules and competition (which can
be either among the players or against the game system
itself).
•Klabbers (1999) provided a definition that game is an
activity or sport involving skill, knowledge or chance, in which
we follow fixed rules and try to win against an opponent to
solve puzzle.
Genres of Digital Game

Adventure Platform Puzzle Role Pay

Adventure game is Platform games involve Puzzle involves problem- Role play involves
the movement of the solving and usually in
requiring the player to player taking on the role
player character the forms of words, logic,
undertake series of of a character in another
through a landscape mathematics and are
tasks or puzzle in which world (usually fantasy-
(usually two- often based on based). The player can
they must interact with dimensional) jumping traditional puzzle e.g., undertake a range of
the virtual world, up and down between online crosswords or activities such as
performing actions, platforms, avoiding spot-the-difference. solving quests, fighting,
talking to characters obstacles and enemies, Puzzle can support interacting with other
and picking up variety of different types
and manipulating object characters in the game
treasures. The of learning including
in order to achieve the world or non-player
command of the games spelling, logic, verbal
goal of the game. character.
is often in the context and numeracy skills.
of a narrative.
Genres of Digital Game

Shooter Sports Strategy

Shooter games involve a Sports games allow the player to Strategy games involve the player
combination of strategy and simulate taking part in a sporting making strategic decisions within a
dexterity, exploring virtual worlds event or tournament. in recent scenario in order to meet the goal of
and defeating enemies and targets. years innovations such as dance the game, which is usually completing
Although this is one genre in which mats and consoles that use a level or solving a particular problem.
it may be argued that there is less movement-sensitive devices (the They can involve, for example,
applicability to learning in higher most notable example being the movements of armies, progression of
education, there are still many Nintendo Wii) have enabled a group through various stages of
skills that can be acquired by players to actually undertake development, management of
playing such games including physical activity while playing. resources or creation of environments
forward planning, strategizing, Sporting games can be used to to achieve specific purposes. Strategy
and team working. practice the actual skills of a games can be used for teaching
sport, tactics, rules and the ability planning, decision-making, testing
to think and make decisions hypotheses, strategic thinking,
quickly. management skills and seeing the
consequences of actions taken.
Types of Existing Game for
Learning
1.Using entertainment games
2.Modifying existing entertainment
games
3.Using existing educational games
4.Using virtual worlds
Potential uses
of commercial
entertainment
computer game
in higher
education

Whitton, 2007
The Rationales for Using Digital Game in Language Learning

The reason for using computer The rationale for using games
games in teaching and learning must be that they can embody
should not be simply that they educational principles and are
are assumed to be an effective way to learn in the
motivational. context in which they are used.

It is crucial that students are aware of the educational benefits


of any games and feel that it has a true purpose in the context
of their studies.
If a game is perceived by the students as being a valuable way to learn, then it is
likely that they will be motivated to use it to enhance their learning experience, not
simply because it is a game.
Teachers’ Perceptions on The Use of Digital game

Beggs, O’neill, Virapen, and Alexander 56% of the academics thought that
(2009) conducted a study in the University digital game use would motivate
of Ulster in Northern Ireland to explore how students; 44% said it would help in
academic staff viewed digital games in increasing retention; and 65% thought
higher education. They found out that 2% of that using digital games in learning
the teachers thought that using educational was an interesting approach.
game would be a waste of time.

However, the majority of the Gibson, Halverson, and Riedel (2007)


academics had positive attitude surveyed 228 pre-service teachers and
about the effect of digital games in found that 65% agreed that digital games
higher education. 63% of the and simulations could be valuable as
teachers considered educational learning tools. Only 7% rejected the
games a good tool for learning; 70% importance of digital games as learning
believed that digital games could tools. And the rest of the respondents
make learning much fun and (28%) were unsure if the games are
enjoyable. important for learning.
Students’ Perceptions on The Use of Digital game
Whitton (2007) conducted a small study to
look at the acceptability of games for In terms of being motivated to
learning and he found out that several of the learn from games, only just
students did not play games at all. They under two-thirds of the group
were not in the least motivated to use game (63%) responded that they
and were even doubtful that games are would find games positively
appropriate in a university setting. motivating.

On the other hand, the


students who consider
28% of the students would not
themselves as game players
be motivated either way; as
found that game can be a
entertainment and as learning
motivational way to learn.
media.

Then Whitton (2007) carried


out another research with 200
undergraduate and 9 per cent of the students said
postgraduate computing that they would actually find
students. He found out that using games to learn
87% of the sample were demotivational. They would
motivated to play computer not be positively motivated by
games in their leisure time for using a game to learn.
entertainment.
Literature Review
-Most students still do not use their smartphone effectively to
learn English. According the research conducted by Blume in
2011, most learners (about 68%)in germany never play digital
game during the leisure time for learning English through their
cell phones. However, most English teacher in Germany have
agreed that digital game would be motivating to students in
learning English.

-DGBL (Digital Game Based Learning) have great potential for


students in china for such aspect as motivation, personalization,
collaborative and autonomous learning, vocabulary, listening,
writing and reading (Li, 2018). However giving the feedback is
still problem faced by the teachers when using DGBL.

- Digital game was very effective to increase students’ motivation


Modern Portfolio and their vocabulary achievement. Even though some Iranian
students were not familiar with digital games, they feel
Designed interested to learn English when they are integrated with game in
the learning process.
Advantages of Using Digital Game
Improves problem solving
Enabling the students skills because the player
1 to use a high-end 4 is required to make a
product which has split-second decision.
been explicitly design This makes the brain
to be engaging. Video games can improve quicker in real life
coordination e.g., when a decision. It also improves
person plays games, he has the ability to solve real
3 his eyes fixed on the console problem
or the screen, he is constantly
staring at one single place.
This brings up visual, audio,
physical coordination in the It is a great source of
Denis & Jouvelot
body 5 learning because
(2005) reported that
2 most games are in
with the use of digital perfect English.
games, students are
experienced to learn
by doing.
Disadvantages of Using Digital Game

1 3 5
2 4
Many commercial games Another difficulty is that Another disadvantage of
are expensive to the teacher needs to be game is that it can
purchase if a copy is familiar with the game damage our eyesight if
required for each and to have ensured that we are really close to the
students the content is screen and stick to long
appropriate for the in front of it.
It is difficult to find students The software might crash
commercial games that when we required it or
exactly match the the website for free mini
learning objective that games is unavailable
we want to teach
Conclusion

Digital game is one of the impacts of the technology development that must be
integrated into educational aspect, especially for learning language. There are
many devices such as computer, smartphones, tab, etc which can provide the
games in language learning. Based on previous research, it has been agreed
that digital game is used not only simply to motivate students but also to improve
students competences in mastering language, to allow them independently learn
English material such vocabulary outside the classroom. Through digital game,
the students are able to collaborate with others in learning activity. However,
limited funds are a common problem faced by teachers to provide the tools
needed to implement digital game based learning in the classroom. Moreover,
the need of internet access is important to employ digital game. This becomes
the second problem for teachers who live in rural areas.
Thank You
Beggs, R., O’Neill, P.Virapen, K., & Alexander, S. (2009). The Perception of
Gaming in Higher Education: Gaming Habits of University of Ulster Staff.
IEEE Computer Society, pp. 174 – 177. ,
Denis, G., & Jouvelot, P. (2005). Motivation-driven educational game design:

References applying best practices to music education. Paper presented at the 2005
ACM SIGCHI International Conference on Advances in computer
entertainment technology, Valencia, Spain.
Ellington, H., Addinall, E. & Percival, F. (1982). A Handbook of Game
Design. London: Kogan Page.
Gibson, D., Halverson, W., & Riedel, E. (2007) Gamer teachers. In D.
Gibson, C. Aldrich & M. Prensky (Eds.), Games and simulations in online
learning: Research and Development Frameworks (pp. 175-188). Hershey,
PA: Information Science Publishing.
Whitton, N. (2010). Learning with Digital Games a Practical Guide to
Engaging Students in Higher Education. Routledge.
Blume, Carolyn. (2011). Being in the Game; Language Teachers as Digital
Learners. ICT fo language learning.
Nahid, Shahriarpoura & Zahra kafib. (2014). On the Effect of Playing Digital
Games on Iranian Intermediate EFL Learners’ Motivation toward Learning
English Vocabularies. (pp. 1738 – 1743). English Department, Islamic Azad
University, Torbat-e-Heydarie branch, Iran.
A
Can digital game be used in teaching and learning
process considering the education time is extremely
limited at school? Provide the reason.

B
According to your group, do you find a game to be a
motivational way to learn? If not, why not? What
aspects do you find demotivational?