Relevant bibliographies by topics / Game based grammar instruction

Academic literature on the topic 'Game based grammar instruction'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Game based grammar instruction"

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Fithriani, Rahmah. "COMMUNICATIVE GAME-BASED LEARNING IN EFL GRAMMAR CLASS: SUGGESTED ACTIVITIES AND STUDENTS’ PERCEPTION." JEELS (Journal of English Education and Linguistics Studies) 5, no. 2 (January 22, 2019): 171–88. http://dx.doi.org/10.30762/jeels.v5i2.509.

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The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL learners taking an after-class English course. The findings indicated that these activities were effective in creating a non-threatening and more relaxing grammar classes, changing students’ negative perception of grammar learning and improving their perceived communicative skills.
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Lilić, Polona, and Silva Bratoz. "The Effectiveness of Using Games for Developing Young Learners’ Grammar Competence." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (November 30, 2019): 49–61. http://dx.doi.org/10.4312/elope.16.2.49-61.

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The main aim of this paper is to explore the effectiveness of using games in teaching English grammar to young learners. Today there is an overall agreement among researchers in foreign language teaching and language acquisition that grammar should be taught at all levels of instruction, including to young learners, bearing in mind that it should be considered in the context of meaningful communication. The paper first presents a review of the literature in the area of grammar teaching and using games for language teaching purposes. The second part presents the results of an experimental study aimed at testing the hypothesis that activities based on grammar games are a more efficient strategy for teaching grammar than more traditional ELT activities. The results of the experiment prove the efficacy of using grammar games in teaching grammar to young learners.
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Setiawan, Budi, and Asrowi. "English Grammar on 2013 Curriculum: The Development of Game Based Learning Multimedia." MATEC Web of Conferences 205 (2018): 00011. http://dx.doi.org/10.1051/matecconf/201820500011.

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This Research is aimed to find out the effectiveness of game based learning multimedia in order to gain student learning outcomes on English subject with the topic of grammar in the classroom. The research development of multimedia game based learning using the procedure of Raiser and Demsey consisting of 5 stages namely: 1) Analysis which covers needs and theoretical analysis, 2) Design which includes Core and basic competence’s identification, material’s selection and submission, flowchart and story board arrangement, 3) Develop that contains production, media and material’s experts validation and students’ responses and product’s trial after the revision done. 4) Implement that covers the final product’s application towards the experiment class, 5) Evaluate becoming the last stage of all by having a test for both classes which are control and experiment class to see whether is there any differences between the class applying the multimedia game based learning and not. The trial of product development tested had passed several processes covering; the review from media’s expert which includes software changes and visual communication, the review from content’s expert covers material and instructional design, students’ responses towards products’ usage and attractiveness, small group and big group test trial. The result showed that the students at the control class taught by conventional way as in speech has less motivation and lower score compared with the experiment class applying interactive multimedia game based learning. There is an interaction between learning media and learning motivation those effects on students’ learning achievement especially in English grammar. Thus, it can be said that the result of the development of multimedia game based learning is effective to improve students learning outcomes.
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Rochmawati, Dyah. "Innovative Techniques of Teaching English Grammar at Secondary Schools." JET ADI BUANA 4, no. 2 (October 31, 2019): 152–59. http://dx.doi.org/10.36456/jet.v4.n2.2019.2077.

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Learning English grammar is always a difficult process to most of the English as Foreign Language (EFL) learners at secondary school level. Innovative ideas, interesting teaching materials, practicing and drilling learners for learning the English grammar should be done through fun and joyful ways. The main aim of this library study was to identify and describe examples of practical grammar instruction methods in an EFL which employed innovative methodologies. The process of the library-based research involves identifying and locating relevant information, analyzing what has been found, and then developing and expressing the ideas. The results revealed that songs and poems, music, games, and tasks can be employed as tools in the classroom. Using innovative methodologies in teaching English grammar in the classroom at the secondary schools has paved a positive way to students to learn the language meaningfully.
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Setiawan, Budi, Nunuk Suryani, and Suharno Suharno. "Pengembangan Game Based Learning Materi Grammar Bahasa Inggris Dalam Kurikulum 2013 Kelas X SMA Negeri 3 Sragen." Teknodika 16, no. 1 (March 15, 2018): 22. http://dx.doi.org/10.20961/teknodika.v16i1.34752.

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This Research is aimed to test the effectiveness of game-based learning multimedia in order to improve student learning outcomes on English subject with the tpic of grammar in the classroom. The research development of multimedia game-based learning using the procedure of Raiser and Demsey consisting of 8 stages namely:1) Analysis, 2) Design 3) Development. 4) Implement, 5) Evaluate. The trial of product development tested had passed several processes covering; the review from media’s expert which includes software changes and visual communication, the review from content’s expert covers material and instructional design, students’ responses towards products’ usage and attractiveness, small group and big group test trial. The results of the feasibility test of a team of experts covering media expert results obtained 4,7 categorized as very good and content experts 4,7 which is at a range of very good category. After the product is revised based on the experts’ input, it is tried and tested to the trial class students at a small group scope with the result of 4,6 for their responses to the product and improving score from the pretest which is 52,11 to be 67,55. Next, at the large scale trial at the experiment class to see the effectiveness of the game based learning multimedia shows that there is a difference on the student’s learning result. On the pretest of control class, the score is 56.00 and the final score in the posttest of the same class is 64,43.if it is compared with the pretest score from the experiment class, the score is lower which is 55.90, but it improves rapidly on the posttest after being treated with multimedia game based learning and come to score 71.65 with the significant value 0.05. thus, it can be said that the result of the development of multimedia game-based learning is effective to improve students learning outcomes.
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Kayan, Adil, and İbrahim Seçkin Aydın. "The Effect of Computer-Assisted Educational Games on Teaching Grammar." World Journal of Education 10, no. 1 (February 20, 2020): 117. http://dx.doi.org/10.5430/wje.v10n1p117.

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Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement and attitudes toward grammar and Turkish course of students. In this study, a quasi-experimental design based on a quantitative study with a pretest-posttest nonequivalent group was applied. Participants of the study consisted of two classes of 6th grade students studying at a middle school. Computer-assisted educational games were designed and practiced in the experimental group within a 12-week period. For the control group, activities in the curriculum were followed during lessons. Results showed that grammar academic achievement of students between the experimental group in which computer-assisted educational games were practiced and the control group in which the existing curriculum was followed showed a significant difference in attitudes toward Turkish course and grammar on the behalf of the experimental group. Findings demonstrated that this kind of practice in teaching grammar made a significant difference on achievement and attitude of students. In addition, there was a positive, moderate and statistically significant relationship between attitudes toward grammar and Turkish course. Attitudes toward grammar of students determine attitudes toward Turkish course of students.
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Zandvakili, Elham, Ernest Washington, Edmund W. Gordon, Craig Wells, and Mzamo Mangaliso. "Teaching Patterns of Critical Thinking: The 3CA Model—Concept Maps, Critical Thinking, Collaboration, and Assessment." SAGE Open 9, no. 4 (July 2019): 215824401988514. http://dx.doi.org/10.1177/2158244019885142.

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This is a research report of teaching patterns of critical thinking using the competency-based 3CA (an acronym for the educational practices of Concept maps, Critical thinking, Collaboration, and Assessment) model of classroom instruction to change the grammar of schooling. Critical thinking is defined as the “WH questions”: “what, when, where, how, who, and why” taken from Aristotle’s Nicomachean Ethics. These questions are threaded through the practices of concept maps, collaboration, and assessment. This conceptualization of patterns of thinking is influenced by Ludwig Wittgenstein’s conceptualization of the relations between the language games of practice and language games in the mind. This study compares individual and collaborative approaches to teaching the critical thinking “WH questions” in a child development class. Students in the individual groups used more “what questions,” whereas students in the collaborative group used more “why and how questions.”
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Narváez Paguay, Joe Adrián, and Juan José Santillán. "The implementation of the Student Response System (SRS) Kahoot! in EFL classes and its effects on reading comprehension." INNOVA Research Journal 6, no. 2 (May 10, 2021): 1–21. http://dx.doi.org/10.33890/innova.v6.n2.2021.1655.

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Improvement of teacher-student class interaction has been obtaining greater progresses thanks to technological development with the addition of practical resources and modern facilities in educational institutions. The use of game-based response systems for enhancing language skills inside an EFL classroom has reported benefits mainly for certain particular skills like grammar and sentence structuring. In this study, the online gaming platform Kahoot! was used specifically for enhancing the reading comprehension skill through a period of nearly three months on students of A2 level from Universidad de Cuenca in Ecuador. The intervention of the Kahoot! website focused on the comprehension and remembering of specific details by means of quizzes. The research design of this study used a mixed-method based on the Hypothetico-Deductive approach to research and data collection instruments, as well as their further analysis and interpretation. Pre and posttests were used in order to compare the results before and after the methodology. The outcomes revealed a statistical improvement with favorable effects regarding the pre and posttests and also a general learner acceptance towards the stated methodology. Further research is suggested on the use of Kahoot! for reading comprehension improvement purposes and its continuous use as a supporting tool for remembering specific details of texts, together with other subskills which could possibly be benefitted from this methodology in the field of EFL instruction.
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Shintani, Mayu. "Image Schema-Based Instruction in English Grammar." JALT2015—Focus on the Learner 2015, no. 1 (August 1, 2016): 285. http://dx.doi.org/10.37546/jaltpcp2015-38.

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Cognitive linguistics has been aimed at revealing the very nature of language for the last several decades. One of the field’s most significant contributions has been the abstraction of the general patterns, or image schemas, underlying grammatical concepts. In this paper, we propose that English grammar-teaching methods adopting image schema theory offer strong benefits for language teaching. As schematic explanations given to learners are more visible and comprehensible than ordinary verbal-based ones, this method offers a clearer and more engaging way to understand the target grammar. We also present data collected from experiments conducted with more than 400 native Japanese-speaking students at one national and one private university that support the effectiveness of this method. 認知言語学は産声をあげてここ数十年の間，人間の言語の真の姿を明らかにすることに専心してきた。この学問分野がつまびらかにしてきた数々の言語現象のうち，最も有益な成果のひとつにイメージ図式理論の構築があげられる。イメージ図式とは文法および語彙構造のひな形となるものである。本論文は認知言語学のイメージ図式理論を応用した英文法教材の学習効果を一国立大学と一私立大学に学ぶ400人以上の日本人学部生を対象に行った実験結果をもとに実証的な知見から論じている。
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Nutta, Joyce. "Is Computer-Based Grammar Instruction as Effective as Teacher- Directed Grammar Instruction for Teaching L2 Structures?" CALICO Journal 16, no. 1 (January 14, 2013): 49–62. http://dx.doi.org/10.1558/cj.v16i1.49-62.

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Dissertations / Theses on the topic "Game based grammar instruction"

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Yu, Shu-yun, and res cand@acu edu au. "The Effects of Games on the Acquisition of Some Grammatical Features of L2 German on Students’ Motivation and on Classroom Atmosphere." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp98.29052006.

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The main purpose of this study is to explore the effects of the use of games as a teaching strategy for raising the grammatical accuracy level of secondary students of German as a second language. This thesis seeks also to examine the effect of game-based grammar instruction on students’ motivation and classroom atmosphere. The participants in this study were divided into two groups, the Control and Experimental groups, and received 90 periods, over 18 weeks, of grammatical instruction by the same teacher. The teaching program was the same for both groups. The difference consisted in the use of game-based practice for the experimental group, while the control group performed traditional grammar-based practice only. Data were collected using the following instruments: grammar tests and examinations,a questionnaire on motivation, a questionnaire on classroom atmosphere, a questionnaire on the type of grammar practice, a questionnaire on the role of grammar and grammar instruction, focus group interviews with students, and the researcher’s field notes. While the main result does not support the hypothesis for significant improvement in grammatical accuracy by the experimental students as a result of game-based practice, their overall improved performance is a worthwhile achievement, particularly if it is linked to significant improvements in students’ motivation and classroom atmosphere.These positive results offer a notable incentive to language teachers to include games in their teaching of grammatical features, because the positive results of this experiment with regard to learners’ motivation, peer interaction, teacher-student interaction augur well for an eventual improvement also in the rate of grammatical accuracy.
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De, Kock Elizabeth Catharina. "Game-based learning and library instruction." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/37275.

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The purpose of this study was to investigate to what extent a game can be used as an instructional tool for library instruction. In order to determine the effectiveness of the game for library instruction, it was necessary to do literature research that included both subject fields. The research design therefore includes a literature study on information literacy and a literature study on game-based learning. The game was based on the Big6 information literacy model (Eisenberg, 2008). An in-depth literature review on game-based learning was needed to determine which criteria would be necessary to create a game for instructional purposes. An instructional design process (DODDEL model) was used for the design of the game. The design and layout of the game illustrated the application of the game-based learning criteria. A single-case study method was used for the purpose of the study. A mixed-methods approach with qualitative and quantitative questions and formative and summative evaluation was used to collect data and evaluate the game. The data analysis was done in Chapter 6. The data analysis indicates that games can be used in an effective way for library instruction purposes. The comments seem to confirm the findings of the literature review on game-based learning. The rating scale proved that the players were engaged during game play. The findings of the study were discussed in the concluding chapter. Game-based learning criteria and their application were described. The success and restrictions of the study were indicated and discussed. Recommendations for further research in the subject fields were made.
Dissertation (MSc)--University of Pretoria, 2013.
gm2014
Information Science
unrestricted
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Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
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DeRouin-Jessen, Renée E. "Game on the impact of game features in computer-based training /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002439.

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Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.

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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.
Ph. D.
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Frederick, Patricia Ann. "Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/154.

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The number of underprepared students entering post-secondary education continues to be a national problem community colleges struggle with by providing remedial instruction while having to satisfy the demands for effective teaching accountability. Reading is one identified area needing remediation; and, a goal for programs to address this shortcoming is to increase vocabulary to improve reading comprehension. The problem was that students placed into developmental courses are often discouraged learners with low motivation and eschew the practice requisite for vocabulary learning. Many educators are interested in re-creating the compelling environment found in games to parlay the power of digital games to required curriculum learning in order to engage their students. However, despite the preponderance of recent literature advocating digital games for classroom learning, especially the use of complex endogenous games, there is limited empirical evidence for using digital games to achieve defined learning outcomes. Further, no recent studies have examined digital games use with developmental populations. The study designed, developed, implemented, and evaluated the blending of computer-based games with traditional classroom instruction to provide the repetition and active processing required for students to acquire new vocabulary. The goal was to develop a blended learning design to integrate instructional design and blending design practices to support and improve learning for vocabulary acquisition of developmental readers. A mixed-method (quantitative and qualitative) approach was employed and instructional events for vocabulary lessons were designed and developed using the framework of established models. Pretests and posttest measured achievement in vocabulary gains using three methods of practice: paper-based worksheet, text-based digital game, and video-style digital game. Survey instruments were used to determine students' enjoyment of and motivation using different treatments. Results confirmed that students found digital games a motivating instructional method; however, no advantage in improving achievement was found using text-based or video-style games over the traditional paper-based worksheets method. A description of the analysis, design, development, implementation, and evaluation of digital games blended with traditional classroom instruction is provided to assist those interested in pursuing digital game-based learning with post-secondary developmental populations. Recommendations are also provided for future research and educational game development.
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Nivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3040.

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Hanan, Rowena E. "The effectiveness of explicit grammar instruction for the young foreign language learner : a classroom-based experimental study." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/9059/.

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Within the input-poor foreign language classroom, opportunities to draw on implicit learning mechanisms are limited. Yet little research has explored the effectiveness of explicit instruction for young learners. The current study investigated the extent to which English learners of L2 German (aged 9-11) benefitted from instruction on accusative case-marking (den) for masculine definite articles in German, a problematic feature for L1 English learners due to a reliance on word order when assigning grammatical roles (as predicted by MacWhinney’s Competition Model and VanPatten’s First Noun Principle). Two input-based interventions provided explicit information plus EITHER: Task Essential Form-Meaning Connection (TE-FMC) activities forcing attention on the article and its role-assigning function; OR Task Essential-Form (TE-F) activities forcing attention on the article only ('spot the form'). Learners were randomly assigned to the TE-FMC (n = 45) and TE-F (n = 41) treatments. A control group (n = 52) received instruction on lexical items, but no exposure to den. Two untimed written tasks (sentence matching, gap fill), three one-to-one oral tasks (act-out comprehension, act-out production, elicited imitation), and a metalinguistic task were administered as pre-, post-, and delayed post-tests to assess knowledge of der and den. Both interventions yielded large, durable gains across the written and oral tasks. The Control group made no improvement. The TE-FMC and TE-F learners’ verbalisable knowledge also improved at post-test, but deteriorated by delayed post-test. Under both conditions, learners had developed explicit knowledge of the target feature, available on untimed written tasks, as well as more automatized knowledge, accessible under time and communicative pressure. Fine-grained analysis revealed that group-level gains could be accounted for by a sub-group of learners within each condition, reflecting the influence of individual differences on instructional effectiveness. The findings contribute to previous research by demonstrating the beneficial role of explicit instruction and knowledge for child L2 learning.
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Methaneethorn, Jutima. "Towards motivation modelling within a computer game based learning environment." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/250/.

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Thesis (Ph.D.) - University of Glasgow, 2008.
Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Näckros, Kjell. "Visualising security through computer games : investigating game-based instruction in ICT security : an experimental approach /." Kista : Department of Computer and Systems Sciences, Stockholm University : Royal Institute of Technology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-533.

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Books on the topic "Game based grammar instruction"

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Digital game-based learning. New York: McGraw-Hill, 2001.

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Cantürk, Bahar. Explicit grammar instruction: A comparison of comprehension-based and production-based instruction for EFL learners. Eskişehir [Turkey]: Anadolu Üniversitesi, 2001.

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Rezaei, Saeed. Corrective feedback in task-based grammar instruction: A case of recast vs.metalinguistic feedback. Saarbru cken, Germany: LAP Lambert, 2011.

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The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer, 2012.

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deHaan, Jonathan. Game camp: Out-of-school language and literacy development. Champaign, Illinois: Common Ground Publishing LLC as part of The Learner book series, 2012.

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Burmester, Michael. Digital game based learning: Proceedings of the 4th International Symposium for Information Design, 2nd of June 2005 at Stuttgart Media University. Karlsruhe: Univ.-Verl. Karlsruhe, 2006.

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Edutainment, 2009 (2009 Banff Alta ). Learning by playing: Game-based education system design and development : 4th International Conference on E-Learning and Games, Edutainment 2009, August 9-11, 2009, Banff, Canada, proceedings. Heidelberg: Springer, 2009.

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1974-, Chang Maiga, ed. Learning by playing: Game-based education system design and development : 4th International Conference on E-Learning and Games, Edutainment 2009, August 9-11, 2009, Banff, Canada, proceedings. Heidelberg: Springer, 2009.

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Moretti, Gaia. Virtualmente insieme: Comunità virtuali, nuove tecnologie, apprendimento, pratiche. Roma: Polìmata, 2012.

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(Foreword), Sivasailam Thiagarajan, ed. Digital Game-Based Learning. Paragon House Publishers, 2007.

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Book chapters on the topic "Game based grammar instruction"

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Betts, Ben. "Game-Based Learning." In The Really Useful elearning Instruction Manual, 175–94. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781118375860.ch10.

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Heaton, C. "Video Game Technology and Training Research." In Computer-Based Instruction in Military Environments, 271–83. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_22.

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Englbrecht, Ludwig, and Günther Pernul. "A Serious Game-Based Peer-Instruction Digital Forensics Workshop." In Information Security Education. Information Security in Action, 127–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59291-2_9.

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Hsu, Sheng-Hui, Shu-Chen Cheng, and Yueh-Min Huang. "The Experience of Adopting Game-Based Learning in Library Instruction." In Learning by Playing. Game-based Education System Design and Development, 571–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03364-3_71.

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Knautz, Kathrin, Lisa Orszullok, and Simone Soubusta. "Game-Based IL Instruction – A Journey of Knowledge in Four Acts." In Communications in Computer and Information Science, 366–72. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_48.

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Lin, Chun-Hung, Eric Zhi-Feng Liu, Chan-Hsin Kou, Marjo Virnes, Erkki Sutinen, and Shan-Shan Cheng. "A Case Analysis of Creative Spiral Instruction Model and Students’ Creative Problem Solving Performance in a LEGO® Robotics Course." In Learning by Playing. Game-based Education System Design and Development, 501–5. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03364-3_61.

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"Grammar in Content-Based Instruction." In Content-Based College ESL Instruction, 107–20. Routledge, 1999. http://dx.doi.org/10.4324/9781410603081-11.

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Gettys, Serafima. "Usage-Based Instruction." In Advances in Educational Technologies and Instructional Design, 412–33. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch020.

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The following case study describes the effort of a small foreign language program at a medium-size private Mid-Western university in which instructors representing several world languages collaborated to undertake a complete modification of traditional textbook-driven curriculum to develop an innovative approach to teaching interpersonal communication in foreign languages. This approach was inspired by the insights coming from the Cognitive Perspective in Second Language Acquisition Cognitive Perspective in SLA, a relatively young, interdisciplinary field, which in its conclusions relies on research in such disciplines as Cognitive Linguistics, Cognitive Psychology, Construction Grammar, Usage-Based Grammar, Artificial Intelligence, and so forth, served as a theoretical foundation for the pilot study that is currently underway. The case will demonstrate how application of Cognitive Perspective increases the efficiency of instruction for oral proficiency. Although the role of technology in this approach is not decisive, it represents a significant element of the instructional sequence to be described in this chapter.
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Sardone, Nancy, Roberta Devlin-Scherer, and Joseph Martinelli. "Game-Based Instruction in a College Classroom." In Handbook of Research on Effective Electronic Gaming in Education, 1427–39. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch082.

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The last 20 years have brought an increase of computers into educational and home environments, generating an explosion of available educational software products. As a result, students bring a wealth of technology experiences to the college classroom. The use of games as an instructional strategy in the higher education setting is fairly new. This chapter examines the effects of game-based instruction on learning outcomes of college students studying basic computer concepts. With the growing trend toward the use of games to support learning, research is needed to examine learning outcomes. Perhaps faculty will be willing to move to more empirically tested game-based learning strategies, even though initial curriculum development time may be increased.
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Al-Makhzoomy, Alaa Khalaf, Ke Zhang, and Timothy Spannaus. "Game Development-Based Learning." In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, 244–59. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0249-5.ch012.

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This chapter presents the findings from a quasi-experimental study analyzing the effect of Game Development-Based Learning on students' academic performance in programming courses in Jordan. The study tested an argument proposing a positive significant association between GDBL instruction and students' performance. The analysis of variance results investigating the effect of enrollment and completion of a concurrent GDBL course to normal courses found that the treatment group outperformed two other groups: the control and the comparison group. The positive gains in the post-assessment scores, were consistent across the two programming courses: C++ and Object-Oriented Programming. This finding confirms the earlier results across countries and contexts documenting the salubrious effect of GDBL on students' academic performance in Computer Science and Information Technology courses. Findings also support the overarching constructionist approach where the use of scaffolding and technology in instruction and assessment yield better academic outcomes for learners.
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Conference papers on the topic "Game based grammar instruction"

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"Tangible Grammar: Prototyping Playful Physical Tools for Foreign Language Learning." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.061.

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Meng, Hsiang-jen, and Ding-Chau Wang. "Robust Design for Game-Based Instruction Using Interactive Whiteboards." In 2012 IEEE 4th International Conference on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2012). IEEE, 2012. http://dx.doi.org/10.1109/digitel.2012.66.

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Huang, Shu-Hsien, Ting-Ting Wu, and Yueh-Min Huang. "Learning Diagnosis Instruction System Based on Game-based Learning for Mathematical Course." In 2013 IIAI International Conference on Advanced Applied Informatics (IIAIAAI). IEEE, 2013. http://dx.doi.org/10.1109/iiai-aai.2013.43.

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Hwang, Chein-Shung, Yi-Ching Su, and Kuo-Cheng Tseng. "Effects of Computer Game-based Instruction on Students' Programming Achievement in Taiwan." In 2010 International Conference on Computational Aspects of Social Networks (CASoN 2010). IEEE, 2010. http://dx.doi.org/10.1109/cason.2010.60.

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Valls-Vargas, Josep, Jichen Zhu, and Santiago Ontañón. "Graph grammar-based controllable generation of puzzles for a learning game about parallel programming." In FDG'17: International Conference on the Foundations of Digital Games 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3102071.3102079.

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Seidel, Anna, Franziska Weidle, and Claudia Borner. "Project Leam&Play: Piloting a Game-based Instruction for Students in Comparison to an Engineering Lecture." In 2021 7th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2021. http://dx.doi.org/10.23919/ilrn52045.2021.9459389.

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Yampinij, Sakesun, Supamas Kongkachuay, and Sophon Meejaleurn. "The development of computer multimedia game-based instruction on English idioms for the 2nd educational range at Bannakhao School." In 2010 2nd International Conference on Computer Technology and Development (ICCTD). IEEE, 2010. http://dx.doi.org/10.1109/icctd.2010.5645963.

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Todd, Beth A., Luke Niiler, Marcus Brown, Prateek Bahri, Virginia Tamondong, David M. Beams, Joan Barth, Garry Warren, Kenneth R. Swinney, and David W. Cordes. "Beta Testing a Web-Based Writing Coach." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88296.

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“The Coach” is a web-based tool developed to guide students through the technical writing process. It provides instruction about form as well as critique of different aspects of the students’ writing. It goes beyond the Microsoft word spell check and grammar check. It gives feedback about writing complexity and appropriateness for different word choices in a technical document. It also gives background about the appropriate contents for technical writing in addition to example documents. The latter is extremely important for the novice writer who may not have much experience in working with technical reports. The initial document type in “The Coach” is a lab report. If the lab report can be developed into the web-based tool, other forms will be more easily implemented. In addition to developing the website, the development team is preparing a document and a video for a professor to use to instruct students on the use of “The Coach.” The instructional materials and “The Coach” were beta tested with a freshman engineering class. A baseline writing sample was collected before the introduction of “The Coach.” Students in some sections were instructed in use of “The Coach,” and other sections were controls. Additional beta testing is ongoing.
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Chang, Chenghung P., Felipe Arango, Dror Kodman, Sven K. Esche, and Constantin Chassapis. "Utilization of Immersive Collaborative Student Laboratory Simulations Developed Using a Game Engine." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14532.

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Recently, commercial game engines and the associated software development kits have reached a level of maturity where it becomes feasible to rapidly and efficiently develop and deploy software for generating virtual environments. This paper will discuss the various possible ways of developing interactive multiplayer simulations for student laboratory instruction and professional training. Instead of developing software from the ground up, an existing commercial game engine and its corresponding software development kit (SDK) can be used as development tools for building such educational content. In doing so, the developers can take advantage of the game engines' advanced methods for generating animated graphics, simulating physical interactions between 3D objects, as well as facilitating multiplayer dynamics. Based on this approach, various usage scenarios can be developed cost-effectively. These can then be explored by the students or trainees in an inherently safe and immersive manner. Furthermore, the educational content can be tailored to address the students' different learning modalities. A number of predefined scenarios can be constructed, which exercise the students' problem solving skills by mimicking typical problems that might occur when carrying out actual hands-on experiments. In addition, the experimental scripts imbedded within the system allow one to monitor - and possibly even enforce - active participation and collaboration by all students of a laboratory group, which are considered two crucial factors in improving learning. This multi-disciplinary research is being carried out at Stevens Institute of Technology (SIT) with funding from a multi-year grant by the National Science Foundation's Information Technology Research program.
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Banks, David. "Reflecting on an Adventure-Based Data Communications Assignment: The ‘Cryptic Quest’." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3000.

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This paper details the development and implementation of an adventure game based assignment exploring the use of ciphers as part of a final year undergraduate data communications course. Students were presented with a document that contained a narrative to help them along the journey to the solution, one section of which required decipherment of a key instruction. The author reflects on the (pre-internet) development, student reactions and the difficulties that may be faced in the use of this type of assignment and upon his perception of the potential impact of changes in educational environments upon the use of ‘non standard’ themes for assignment work. The paper also considers some of the opportunities afforded by the Web for the development of contemporary assignments based upon the approach outlined here.
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Reports on the topic "Game based grammar instruction"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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