Game-based Learning
| Code | School | Level | Credits | Semesters |
| MLAC4062 | Modern Languages and Cultures | 4 | 20 | Autumn UK |
- Code
- MLAC4062
- School
- Modern Languages and Cultures
- Level
- 4
- Credits
- 20
- Semesters
- Autumn UK
Summary
This module will introduce students to (digital) game-based learning, and specifically to its affordances and limitations for teaching foreign languages.
Digital games have been of interest to teachers and researchers since the first commercial releases of edutainment products. In the last ten years, not only the market of gaming has flourished, but also the theoretical framework surrounding the use of video games in education has expanded hugely. Experimentations and case studies, then, have produced good practices and practical guidelines to follow.
In the first section of this module (weeks 1-5), participants will gain insight into the nature of video games and their educational potential, particularly in regards to student motivation and engagement. They will explore the essence of game dynamics, mechanics and components and their effect on players.
In the second section (weeks 6-10), participants will be introduced to recent research in the field of game-based language learning, especially within the framework of the ludic methodology for language education. In the third section (weeks 11-12), they will move from game-based learning to gamification a promising trend that shifts the focus from the application of games to language education to the empowerment of game mechanics in standard teaching and learning settings.
Target Students
Digital Technologies for Language Teaching (Distance Learning) MA
Co-requisites
Modules you must take in the same academic year, or have taken in a previous year, to enrol in this module:
Classes
The module will develop over 12 weeks of engagement with module materials. All activities will be delivered online by: Web-based materials, Focused gaming sessions, Online discussion and tutoring (via Skype), Reflective tasks, Self-directed learning and research. All teaching and learning will be supported by Moodle.
Assessment
- 30% Project 1: Play several free online games, keep a diary of experience, reflect on own engagement with the game, identify underlying game elements, and judge affordances and constraints of highlighted elements in language teaching and learning.
- 70% Project 2: Design a game-enhanced scenario from own experience as teacher and/or learner of a 2nd language. Write 2500 word essay on how to use game elements to enhance students' motivation/engagement with learning processes/materials.
Assessed by end of autumn semester
Educational Aims
The module will enable students to:Familiarise with updated research on the topics of digital game-based language learning and gamification;Plan and critically assess game-based and game-enhanced scenarios in language teaching and learning;Delve into the psychology and psycholinguistic of motivation applied to classroom settings, and its relations with the psychology of gaming;Apply game thinking to everyday life.Learning Outcomes
Knowledge and understanding
Gain knowledge of advantages and constraints in the adoption of video games for language teaching and learning purposes;
Understanding the psychological effect of game mechanics and applying this knowledge to the planning and the teaching of language courses;
Intellectual Skills
With this module students will:
critically assess the limitations of existing research and case studies;
critically assess gamified scenarios, in terms of pedagogical value;
engage in discussion over a vibrant, complex developing topic
Professional Skills
With this module students will:
analyse theoretical source materials and examples of research;
locate source materials and examples of research;
learn how to use video games for language teaching and learning purposes;
learn how to plan and instate a game-informed approach to everyday language teaching;
write an opinion piece building on personal experience as a language teacher;
Transferable skills
With this module students will:
develop both independent and collaboration working skills;
improve their ability to critical assess published research;
build their interpersonal skills by collaborating with international peers and instructor using a variety of Englishes;
contribute to online discussion, responding to and developing the ideas of others;
learn how to motivate themselves and others.
Conveners
- Ivan Lombardi