Procedia Social and Behavioral Sciences 9 (2010) 717–721

Available online at www.sciencedirect.com

1877-0428 © 2010 Published by Elsevier Ltd.doi:10.1016/j.sbspro.2010.12.223

WCLTA 2010

Second Language Instructors’ Perspectives about the Use of Educational Games

Muhammet Demirbilek a *, Ebru Y lmaz a, Suzan Tamera a Suleyman Demirel University, Faculty of Technical Education, Isparta 32260, Turkey

Abstract

The aim of this research is to analyze second language instructors’ perspectives about the use of educational games. A qualitative research design is utilized for analyzing the perspectives about educational games in second language learning at the graduate level. Data are collected through semi-constructed interviews. Participants consist of 11 instructors from the School of Foreign Language at a university located on the South West of Turkey. For data analysis, "Grounded Theory" method is conducted. Based on the data analyses, four categories that reflect the perspectives of foreign language instructors’ are formed. The categories are “current situation”, “usage”, “game features” and “efficacy to lesson” respectively. Data analysis reveals that the use of computer games as an instructional support tool may affect the way how computer games are employed in the lectures, the features of the game, in-class hardware and software infrastructure, and the perception and attitudes of instructors and students towards the computer games. Keywords: Foreign language education, Educational computer games, Second language learning, Computer assisted language learning

1. Introduction

The necessity to learn a second language has been on the rise due to globalizing world and unprecedented developments in the information and communication technologies (ICTs). Opportunities that are provided by ICTs have led to striking changes in traditional education and training. These changes have destroyed the walls of traditional education and learning that require proximity, and thus learning may occur anywhere desired. Furthermore, with the help of computers learning environments have become more interactive and less boring particularly in foreign language learning.

Using games in foreign language education is one of the most utilized methods and have been developed by foreign language teachers. Moreover, utilizing computer in foreign language teaching has been increased for last two decades.

1.1. Educational Games

Gaming is a characteristic of human nature. Hence it can be claimed that the history of gaming goes back to the beginning of the history of human being. Even though the characteristics of games are still similar, the format and the interactivity of the games have changed as computers were introduced to the educational setting.

Introduction of computers into our lives has only changed the way of interacting with the gaming environment and interface between the gaming machine and the human.

* Muhammet Demirbilek. Tel.: +90-246-211-1412; fax: +90-246-237-1283. E-mail address: mdbilek@sdu.edu.tr.

718 Muhammet Demirbilek et al. / Procedia Social and Behavioral Sciences 9 (2010) 717–721

Fundamental theoretical framework of game play (flow theory) was drawn by Csikszentmihalyi (1990) and the effect of games on the cognitive development of children was defined in the literature by Piaget (1929). Digital games provide social interactions (Korhonen, Montola & Arrasvuori, 2009). Thorne et al. (2009) examine the utilization of three-dimensional graphically rendered virtual environments and online games, and claim that these areas reveal extended periods of language socialization into the sophisticated communicative practices. Hence, interaction plays a fundamental role for the process of learning in the framework of cognitive development theories of Vygotsky (1978). In his flow theory Csikszentmihalyi (1990) states that individuals who play games, lose themselves during game activities and fascinating subjects of oncoming events.

Gee (2003) highlights the real importance of well-designed computer- and video-games as people reinvent themselves in the virtual world of games and both fun and learning can be achieved simultaneously. Shaffer, Squire, Halverson and Gee (2005) argue that video games are creating new social and cultural environment and by combining thinking, social communication and technology it also facilitates learning. Furthermore in game-based environments, students gather necessary information to create their own solutions to the problems (Ebner et al., 2007; Bottino et al., 2006). Dondlinger (2007) examines the learning outcomes of educational games. As a result of his research he creates four titles, namely “21st Century Skills”, “Deduction and Hypothesis Testing”, “Complex Concepts and Abstract Thinking”, “Visual and Spatial Processing”.

Various games contain animations and videos that include audio-visual objects. Audio-visual scenes provide interactivity (Smolic & Kauff, 2005). Plass and Jones (2005) use Gass’ (1977) second language acquisition model that outlines the significance of noticing linguistic information (Chapelle, 1998; Schmidt, 2001) for declaring an interactionist model of language learning with multimedia. The features of video games can support the language acquisition process (deHaan, 2005a).

1.2. Educational Games for Second Language Learning

Considering the benefits of educational games, games are programmed in different educational fields. Second language education is one of these fields. By considering critical thinking disposition Song (2008) investigates how educational games should be designed in order to improve the writing abilities of students. The findings reveal that open-mindedness, systematicity and inquisitiveness and low interaction are the critical thinking disposition characteristics of second language learning.

Peterson (2010) examines the psycholinguistic and socio-cultural constructs of games and simulations in computer-assisted language learning. According to the research, simulations and games present precious opportunities for effective language learning.

The Tactical Language and Culture Training System (TLCTS) is software that has interactive lessons and educational games, and enables foreign languages and cultures acquisition (Johnson, 2007). TLCTS has a speaking module for practicing pronunciation and an artificial intelligence that controls non-player characters, and evaluates players’ language skills. TLCTS has regularly been used by thousands of users so far in the United States and elsewhere.

Wright, Betteridge and Buckby (2006) review the advantages of games for learning English and find out that games help and encourage learners for language learning in order to sustain interest and work. They also provide some games involving different learning styles, from ‘visual’ to ‘dramatic’ (pp. 2-6).

The aim of this research paper is to analyze second language instructors’ perspectives about the use of educational games. 2. Method

In this paper, qualitative research design is employed for analyzing the perspective about educational games in second language learning at the graduate level.

2.1. Data Collection

Data are collected through interview method. “We try to understand not being sight as experiences, attitudes, thoughts, intentions, interpretations and mental perceptions and reactions through interviews” (Y ld r m and im ek,

Muhammet Demirbilek et al. / Procedia Social and Behavioral Sciences 9 (2010) 717–721 719

2000, p.93). Semi-constructed interview form was prepared and used. To collect the data, a series of semi-structured interviews are conducted with 11 academicians from the School of Foreign Language a university located on the South West of Turkey. Random sampling method is used for the selection of the participants of the working group and it is constructed on voluntariness and availability. The interviews are recorded by recorders following the permission of participants. Each interview lasts approximately 20-25 minutes.

2.2. Data Analysis

In the analysis of the data "Grounded Theory" method is utilized (Strauss, 1987; Glaser, 1992; Charmaz, 2006; Clarke, 2005). Recorded data is transcribed by researchers in order to examine. Then, grounded theory is applied to the steps, namely to constant comparison, open coding, axial coding and selective coding. In order to increase the reliability of the research, the opinions of the lecturers are directly transferred in some cases. Coder reliability in the analysis of the data is calculated with percentage of agreement that is proposed by Miles and Huberman (1994). For this purpose, researchers code one record and then the same record is coded independently by an educational technology specialist. The analyses on both consensus and differences between the calculated percentages of the settlement reveal a percentage of 90%. 3. Findings

The codes and categories of the study are given in Table 1. There are 4 categories entitled as current situation, usage, game features and efficacy to lessons. Current situation, usage, game features and efficacy to lessons have eight, nine, thirteen and eleven codes respectively.

Table 1. Categories and Codes Categories / Codes Current Situation Usage Educational software Educational appliance Technical infrastructure Demo Instructor’s proficiency in the use of computers Games as workbooks Chatting in online games Lesson beginning activity Importance of English Reinforcer Learner’s interest in technology Making changes in lesson Classroom size Repeating Attraction centre characteristics Concentration Preparation to course Game Features Efficacy to Lesson Scientific characteristic Individualistic Levels Practice Learned opinion Appeal of the course Information Self-evaluation Gender difference Motivation Curriculum Activeness Real life connections Multiple intelligence theory User-friendliness Permanent learning Control mechanism Easy comprehension Vocabulary focality Using language functionally 3D Participation Fun seeking Economic reasons

In the current situation, there are supporting opinions about the reasons and causes of not using educational

games in lessons and if these are eliminated, this will increase the use of games. In the game features category, the opinions of the instructors about how educational games should be for teaching English are given.

When generated codes for the categories are examined, usage category is affected from the current situation and game features are identified because the expressions which are used for generating codes about usage category often include codes about current situation or game features.

720 Muhammet Demirbilek et al. / Procedia Social and Behavioral Sciences 9 (2010) 717–721

“Educational potential of games is high for providing concentration of the students to the course but for learner’s technology interest.” “I think, games must be used as demo for promotional purposes, students can choose what they want for example by gender.”

At the same time in the expressions about usage category, there are codes about efficacy to lessons. “Students will be able to practice abundantly without getting bored. I think we would reinforce learning in this way.” “The biggest factor to enhance the quality of education is to provide students’ appeal of the course for easy comprehension to the course issue.”

3.1. Limitations

Researchers try to standardize data collection procedure, but some differences may appear on the administration of interview and this may affect participants’ responses.

Qualitative research design and interview method are used for analyzing perspective and this precludes generalization, and thus the research should be supported by further research.

Random sampling method is utilized for the selection of working group participants and that is based on voluntariness and availability, but the validity and the reliability of the study are limited by the sincereness of the responses of the participants during the interviews.

4. Conclusion

The aim of the paper is to analyze second language instructors’ perspectives about the use of educational games. Qualitative research design is employed for analyzing the perspective for educational games in second language learning at the graduate level.

The findings related to educational games for second language courses are examined and then “current situation”, “usage”, “game features” and “efficacy to lesson” categories are derived. Also relationships among categories are explored. Then a model is suggested for using educational games in second language courses. The model that describes the relationships among categories is presented in Figure 1. As a result, efficacy to lessons depends on usage, and the usage depends on the game features and current situation.

Figure 1. Relationships among Categories

The themes of the research and related relationships, current situation, usage, game features and efficacy to lessons can be tested by a new group of interviewees and then an experimental research can be done with a second language educational game.

Data analysis reveals that the use of computer games as an instructional support tool may affect the way how computer games are employed during the instruction, the features of the game, hardware and software infrastructure of the classroom and perception and attitudes of instructors and students towards the computer games.

References

Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2(1), 21–39. Retrieved from http://llt.msu.edu/vol2num1/article1/

Current Situation Usage

Game Features

Efficacy to Lessons

Muhammet Demirbilek et al. / Procedia Social and Behavioral Sciences 9 (2010) 717–721 721

Charmaz, K. (2006). Constructing Grounded Theory: a practical guide through qualitative analysis. Thousand oaks, CA:SagePublications.

Clarke, A. (2005). Situational analysis: Grounded Theory after the postmodern turn. Thousand Oaks, CA: Sage Publications.

Csikszentmihalyi, Mihaly (1990). Flow, The Psychology of Optimal Experience. Harper Perennial, Newyork.

deHaan, J. (2005a). Learning language through video games: A theoretical framework, an analysis of game genres and questions for future research. In S. Schaffer & M. Price (Eds.), Interactive Convergence: Critical Issues in Multimedia (vol. 10), Chapter 14, pp. 229–239. Retrieved from http://www.interdisciplinary.net/publishing/idp/eBooks/icindex.htm

Dondlinger, M.J. (2007). Educational Video Game Design: A Review of the Literature. Journal of Applied Educational Technology, Volume 4, Number 1.

Ebner, M. & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & Education, 49(3), 873-890.

Bottino, R. M., Ferlino, L., Ott, M. & Travella, M. (2006). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4),. 1272-1286.

Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.

Glaser, B. (1992). Basics of grounded theory analysis. Mill Valley, CA: Sociology Press.

Johnson, W. L. (2007). Serious Use of a Serious Game for Language Learning. In Proceedings of AIED 2007, Marina del Rey, CA: IOS Press.

Korhonen, H., Montola, M. & Arrasvuori, J. (2009): Understanding Playful User Experience Through Digital Games. International Conference on Designing Pleasurable Products and Interfaces. Université de Technologie de Compiègne.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.

Peterson, M. (2010). Computerized Games and Simulations in Computer-Assisted Language Learning: A Meta Analysis of Research. Simulation & Gaming 41(1) 72– 93.

Piaget, J. (1929). The child's conception of the world. (J. Tomlinson & A. Tomlinson, Trans.) Savage, MD: Littlefield Adams Quality Paperbacks. (Original work published 1929.)

Plass, J. L., & Jones, L. C. (2005). Multimedia learning in second language acquisition. In R. E. Mayer (Ed.), Cambridge handbook on multimedia learning (pp. 467–488). Cambridge, MA: Cambridge University Press.

Schmidt, R. W. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). New York: Cambridge University Press.

Shaffer, D.W., Squire, K.R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104-111.

Smolic, A., Kauff, P. (2005). Interactive 3-D Video Representation and Coding Technologies. Proceedings of the IEEE, Vol.93, No. 1.

Song, CR. (2008). Educational Games with Blogs: Collaborating To Motivate Second Language Undergraduate Critical Thinking. Online Information Review, Vol. 32 Iss: 5, pp.557-573.

Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge, England: Cambridge University Press.

Thorne, S.L., Black, R.W, Sykes, J.M. (2009). Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming. The Modern language journal 93(2009):802.

Wright, A., Betteridge, D., Buckby, M. (2006). Games for Language Learning (pp. 2,6). Cambridge Press.

Vygotsky, L. (1978). Interaction between Learning and Development (pp. 79-91). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.

Y ld r m, A., im ek, H. (2000). Sosyal Bilimlerde Ara t rma Yöntemleri. Ankara. Seçkin Yay nc l k.