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Uploaded byGraham Stanley
Language Learning through Digital Play
This document discusses using digital games and gameplay in English language teaching and learning. It provides statistics on gaming usage and references research showing games can be effective learning tools. It also lists recommendations for designing classroom activities around specific games, including adventure games, in order to practice language skills through problem-solving, exploration and interaction within the game. Examples are given for activity types and procedures to guide gameplay in a way that fosters English use and reflection. Suggested readings are also referenced to learn more about digital games and language learning.
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Language Learning through Digital Play
- 1. http://www.digitalplay.info/blog Learning Englishthrough Digital Play www.digitalplay.info/blog @eltdigitalplay @grahamstanley [email_address]
- 2. http://www.digitalplay.info/blog Digital Playcomputer games and language aims
- 3. http://www.digitalplay.info/blog Digital PlayStatistics There are 1 million gamers in UK Average young person in UK will spend 10,000 hours gaming by the age of 21 * *Jane McGonigal - Reality is broken
- 4. Give examples ofthings you have learnt with technology that are not related to school work http://milesberry.net/?p=476#more-476
- 5. What is yourfavourite thing you do with technology at home http://milesberry.net/?p=476#more-476
- 6. What is yourfavourite thing you do with technology at school http://milesberry.net/?p=476#more-476
- 7. What do mostlearners do at school
- 8. Game culture iseverywhere http://www.youtube.com/watch?v=urNyg1ftMIU
- 9.
- 10. Specialist gaming languagehttp://www.youtube.com/watch?v=urNyg1ftMIU emote virtual click mouse keys MMO Log off cyber space Hack & slash quest role
- 11. http://www.digitalplay.info/blog Digital PlayDo you wanna date my avatar? She's a star And she's hotter than reality by far Wanna date my avatar? You can type commands I've got slots for what I hold in my hands Don't care what's in your character bank How 'bout, how 'bout a little tank and spank Grab your mouse and stroke the keys Here in cyberspace there's no disease Pick a time, send a tell to me Just pay, just pay a small subscription fee Lyrics http://www.youtube.com/watch?v=urNyg1ftMIU
- 12. http://www.digitalplay.info/blog Digital PlayThe language of games http://www.wowwiki.com/Tank_and_spank
- 13. http://www.digitalplay.info/blog Digital PlayGamify your classroom http://www.chorewars.com
- 14. http://www.digitalplay.info/blog Digital PlayChore wars http://www.chorewars.com
- 15. http://www.digitalplay.info/blog Digital Playhttp://www.chorewars.com Chore wars
- 16. http://www.digitalplay.info/blog Digital PlayChore wars http://www.chorewars.com
- 17. http://www.digitalplay.info/blog Digital PlayEpic win http://www.rexbox.co.uk/epicwin
- 18. http://www.digitalplay.info/blog Digital Playhttp://plusoneme.com Plus One Me
- 19. http://www.digitalplay.info/blog Digital PlayPlus One Me http://plusoneme.com
- 20. http://www.digitalplay.info/blog Digital PlayNo Computers
- 21. http://www.digitalplay.info/blog Digital PlayText adventure game you are main character interactive narrative exploration Collect / use objects logic puzzles many genres
- 22. http://www.digitalplay.info/blog Digital Playhttp://playspent.org One Computer
- 23. http://www.digitalplay.info/blog Digital Playhttp://playspent.org
- 24. http://www.digitalplay.info/blog Digital Playwww.bubblebox.com/play/adventure/1747.htm Multiple Computers
- 25. http://www.digitalplay.info/blog Digital Playwww.bubblebox.com/play/adventure/1747.htm What's it for? The aim of the game : The learners predict what to do with a list of pairs of game objects, check their answers by playing the game and then write down the answers using the passive voice. Prepare to play: Choose an adventure game and start playing it. As you play, make a note of what you do with the objects that appear in the game (or use the walkthrough to save time) and produce a list similar to the example below. Make a copy of this list for each learner. You will also need to use online dictionaries. Play: Hand out the list of objects and tell the learners they are to guess how they are used together in the game. Ask the learners to talk together in groups of three and to use the online dictionaries to find out the meaning of the words they do not understand. After fifteen minutes, stop them and ask them to tell you what they think the relationship is between each pair of objects in the game: e.g. I think you use the hairpin to open the shed, etc. They then play the game together. The game should be easier to play because they know which objects they need to use together, but if they get stuck, encourage them to read the walkthrough to find out what to do next. Finally, once they have played the game (or part of the game if it's long), ask them to look again at the pairs of words and to write about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open the shed, etc. Play on: The learners can continue playing the game and finish off writing passive sentences about the objects.
- 26. http://www.digitalplay.info/blog Digital Playwww.bubblebox.com/play/adventure/1747.htm
- 27. http://www.digitalplay.info/blog Digital Playwww.bubblebox.com/play/adventure/1747.htm http://jayisgames.com/archives/2010/04/hetherdale.php#walkthrough Finding and using a w alkthrough
- 28. http://www.digitalplay.info/blog Digital Playhttp://www.braid-game.com Task design
- 29. http://www.digitalplay.info/blog Digital PlayTask design http://www.braid-game.com
- 30. http://www.digitalplay.info/blog Digital PlayTask design http://www.braid-game.com
- 31. http://www.digitalplay.info/blog Digital PlayGames becoming more interesting http://www.limbogame.org
- 32. http://www.digitalplay.info/blog Digital Playhttp://en.wikipedia.org/wiki/Limbo_(video_game ) Support for preparation of materials
- 33. http://www.digitalplay.info/blog Digital PlayProcedure and practicalities learner grouping – pairs or groups use handouts – clear instructions / task teacher uses game guide ( walkthrough ) encourage use of English during computer use learners explore, examine and pick up objects pause game and reflect on puzzles together those who solve puzzle tell whole class discuss where they been and what seen authentic information gap activity
- 34. http://www.digitalplay.info/blog Digital PlaySkills Practice possible on all 4 skills Activity design - emphasise one: e.g. authentic speaking for problem solving
- 35. http://www.digitalplay.info/blog Digital PlayRecommended reading http://janemcgonigal.com/
- 36. http://www.digitalplay.info/blog Digital PlayRecommended reading http://tomchatfield.net/
- 37. http://www.digitalplay.info/blog Digital PlayRecommended reading http://epistemicgames.org
- 38. http://www.digitalplay.info/blog Digital Playhttp://www.jamespaulgee.com Recommended reading
- 39. http://www.digitalplay.info/blog Digital PlayWin a copy of the book Digital Play
- 40. http://www.digitalplay.info/blog Digital PlayThank you! Any questions? www.digitalplay.info/blog @eltdigitalplay @grahamstanley [email_address]
Editor's Notes
- #9 It's not just about using computer games in the classroom – it's about taking advantage of game culture that our students (espec young) bring with them
- #10 It's not just about using computer games in the classroom – it's about taking advantage of game culture that our students (espec young) bring with them
- #11 It's not just about using computer games in the classroom – it's about taking advantage of game culture that our students (espec young) bring with them
- #25 The aim of the game : The learners predict what to do with a list of pairs of game objects, check their answers by playing the game and then write down the answers using the passive voice. Prepare to play: Choose an adventure game and start playing it. As you play, make a note of what you do with the objects that appear in the game (or use the walkthrough to save time) and produce a list similar to the example below. Make a copy of this list for each learner. You will also need to use online dictionaries. Play: Hand out the list of objects and tell the learners they are to guess how they are used together in the game. Ask the learners to talk together in groups of three and to use the online dictionaries to find out the meaning of the words they do not understand. After fifteen minutes, stop them and ask them to tell you what they think the relationship is between each pair of objects in the game: e.g. I think you use the hairpin to open the shed, etc. They then play the game together. The game should be easier to play because they know which objects they need to use together, but if they get stuck, encourage them to read the walkthrough to find out what to do next. Finally, once they have played the game (or part of the game if it's long), ask them to look again at the pairs of words and to write about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open the shed, etc. Play on: The learners can continue playing the game and finish off writing passive sentences about the objects.
- #29 1) Go to website 2) Show video 3) What if...?
- #30 Task design Different games lend themselves to different tasks a) Check what written/spoken text content in game b) Make use of it. How? Example = Braid Jigsaw reading
- #31 Task design Usual to find interesting language in many games – phrases, etc Objects very important in many games Make use of game objects / characters etc. Descriptions / guessing use / etc. Need to think how best to present it: - deal with it before the game? - during – if meaning is necessary to play - after game? e.g. reconstructing the story, etc.
- #32 Limbo = Praised for ingenuity and stylish look BAFTA award winning game 1) Website 2) Go to gallery Ask audience (students) to tell the story 3) Show game (?) Watch video trailer - optional