Relevant bibliographies by topics / Games for language learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Games for language learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Games for language learning"

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Newcombe, Jonathan, and Billy Brick. "Blending Video Games Into Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (2017): 75–89. http://dx.doi.org/10.4018/ijcallt.2017100106.

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Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.
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Crawford-Lange, Linda M., Andrew Wright, David Betteridge, and Michael Buckby. "Games for Language Learning." Modern Language Journal 69, no. 2 (1985): 165. http://dx.doi.org/10.2307/326510.

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Murray, Jack. "Learning the Language of Games." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2014 (January 1, 2014): 115–18. http://dx.doi.org/10.33178/boolean.2014.22.

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When people ask me what I do for a living I give my answer in phases. I start with the vague, though technically accurate, answer that I am a PhD student. When this invariably leaves my questioner unsatisfied the second question follows swiftly: “Well what are you studying?” again I will dissemble and answer that I study literature. This answer satisfies many and I breathe a sigh of relief, but for some this is still too vague. When pressed on what kind of literature I offer up my last line of defence and answer that the specific object of my research is video games. For those who have already pursued the question this far, it is of course unthinkable that they not pursue it further, especially after so sudden and unexpected a twist. Broken and defeated, I am left with no other choice than to answer their questions in detail ...
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Warner, Chantelle, Diane Richardson, and Kristin Lange. "Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels." Journal of Gaming & Virtual Worlds 11, no. 1 (2019): 9–28. http://dx.doi.org/10.1386/jgvw.11.1.9_1.

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One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.
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Baltra, Armando. "Language Learning through Computer Adventure Games." Simulation & Gaming 21, no. 4 (1990): 445–52. http://dx.doi.org/10.1177/104687819002100408.

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Hubbard, Philip. "Evaluating Computer Games for Language Learning." Simulation & Gaming 22, no. 2 (1991): 220–23. http://dx.doi.org/10.1177/1046878191222006.

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Hladonik, G. V. "VIDEO GAMES AS LANGUAGE LEARNING TOOLS." Innovate Pedagogy 2, no. 33 (2021): 139–45. http://dx.doi.org/10.32843/2663-6085/2021/33-2.27.

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Mahayanti, Ni Wayan Surya, G. A. P. Suprianti, and I. Putu Indra Kusuma. "LANGUAGE LEARNING GAMES DEVELOPMENT BASED ON CURRICULUM 2013." Journal of Education Technology 1, no. 1 (2017): 61. http://dx.doi.org/10.23887/jet.v1i1.10086.

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This research aimed at developing character based language learning games in teaching English which can be used by teacher of junior high school grade VII as an alternative activities in the classroom. This research is R&D which used the design from Sugiyono (2011). The data in this study were collected through in depth interview, observation, and questionnaire distribution for both teacher and students. Then the data gained were analyzed qualitatively as the basis to develop the games and manual. As the result, 3 character based language learning games are developed; they are Word Bricks, Race Words dan Snake and Signs games. Validation from experts has been conducted and the scores given indicate that the product designed can be categorized as good games and excellent manual. It is also found that the product developed is categorized as good games and manual based on teacher’s score. After the implementation, it is shown that the students are motivated in learning English by using games. Besides, it is also found that students’ characters are starting to emerge in students who played the games.
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Buendgens-Kosten, Judith, Viviane Lohe, and Daniela Elsner. "Beyond the monolingual habitus in game-based language learning: The MElang-E and EU·DO·IT projects in the interstices between linguistics, pedagogy and technology." Journal of Gaming & Virtual Worlds 11, no. 1 (2019): 67–83. http://dx.doi.org/10.1386/jgvw.11.1.67_1.

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Mirroring prevailing monolingual ideologies in foreign language pedagogic practices, the majority of language learning games reflect a monolingual perspective on language and language learning. This article attempts to delineate alternatives to this monolingual habitus in game-based language learning (GBLL). In order to do so, it introduces two Erasmus+ projects that set out to develop multilingual language learning games which go beyond vocabulary drills or match-the-translation activities by encompassing a plurilingual perspective on languages and language learning: MElang-E (Multilingual Exploration of Languages in Europe) and EU·DO·IT (European Digital Online-Game for Intercultural Learning and Translanguaging). The authors will discuss how in projects of this type, the need for sociolinguistic realism and the overarching plurilingual pedagogy have to be actively balanced with the expectations, preferences and needs of learners and teachers. Preliminary survey data on stakeholders’ perspectives on such products shows that there is a widespread scepticism regarding the inclusion of some types of non-target language material in a language learning game. Consequences for the design of multilingual games will be drawn.
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De Grove, Frederik, Jan Van Looy, and Peter Mechant. "Learning to Play, Playing to Learn." International Journal of Game-Based Learning 3, no. 2 (2013): 22–35. http://dx.doi.org/10.4018/ijgbl.2013040102.

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Learning opportunities offered by digital games have become an important research topic in recent years. Language learning is one of the areas in which games could prosper but the question then is whether these should be specialized language-learning games or commercial off-the-shelf games for entertainment. The goal of this paper is to compare the experiences evoked by playing a commercial and two language-learning games in adult foreign language learners (N=62). While results of the experimental design suggest that a commercial game results in better playing and learning experiences, these findings are partly neutralized by the attitude of the participants towards learning through digital games and by being a frequent player of games or not. This raises questions as to how digital games should be designed to appeal to a public of learners that is not familiar with digital game-based learning or with gaming in general.
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Dissertations / Theses on the topic "Games for language learning"

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Kluge, Jacob, and Jonas Bjärnmark. "Digital Games and Language Learning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31841.

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With this survey paper we have contrasted and summarized research on digital games and language learning in order to investigate whether digital games can be used to instil communicative competence in students. In addition, we have examined what kinds of considerations that need to be made by teachers when applying digital games in educational settings. In order to acquire an indication of whether games were being used as a language-learning tool in schools today, we conducted a small pilot study in the region of Skåne. In this pilot study, we asked 10 language teachers whether they had ever used videogames in their language teaching. The pilot study suggested that digital games were not being used as a teaching aid. However, the research examined in this survey paper suggests that videogames can be used to instil dimensions of communicative competence. Research also suggested that digital games only inherently supported one or two dimensions of communicative competence. With regard to this, we argued that all four dimensions of communicative competence can be supported through the use of different pedagogical strategies in combination with other approaches. Furthermore, research suggested that there are necessary precautions for teachers to consider before implementing digital games in teaching (e.g. having sufficient knowledge of the games to be used in order to be able to scaffold them according to students’ needs). Since the research explored in this paper suggest that videogames can be used to instil communicative competence in students, we argued that digital games might be an overlooked asset in language learning.
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Khatibi, Miandouab Ece, and Eva Cowie. "Language learning through interactive games." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29804.

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The purpose of this study was to investigate language learning through the use of interactive games. A research synthesis was considered to be the most effective method as it was our intention to explore the research available on language learning and gaming. Although various studies have investigated the employment of interactive games in language learning, this field of research is still in its infancy. We juxtaposed neural correlates of language learning with that of interactive gaming and the findings indicated that there are both similarities and differences in the brain structures activated by gaming and those that are activated by language learning. Furthermore, we set out to investigate the employment of interactive games in the language classroom. Our findings indicated that interactive games are highly underused tools in language learning. In addition, we were able to identify techniques which could be used to employ interactive games in language learning. The technological advancement in our society which has shown to have a great impact on the youth of today has given rise to an increasing need for incorporating technology such as interactive games in education and for this reason it is necessary for teachers to receive education in implementing interactive games in the language classroom.
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Gulcehre, Caglar. "Two Approaches For Collective Learning With Language Games." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613109/index.pdf.

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Recent studies in cognitive science indicate that language has an important social function. The structure and knowledge of language emerges from the processes of human communication together with the domain-general cognitive processes. Each individual of a community interacts socially with a limited number of peers. Nevertheless societies are characterized by their stunning global regularities. By dealing with the language as a complex adaptive system, we are able to analyze how languages change and evolve over time. Multi-agent computational simulations assist scientists from different disciplines to build several language emergence scenarios. In this thesis several simulations are implemented and tested in order to categorize examples in a test data set efficiently and accurately by using a population of agents interacting by playing categorization games inspired by L. Steels&#039<br>s naming game. The emergence of categories throughout interactions between a population of agents in the categorization games are analyzed. The test results of categorization games as a model combination algorithm with various machine learning algorithms on different data sets have shown that categorization games can have a comparable performance with fast convergence.
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Xu, Yushi Ph D. Massachusetts Institute of Technology. "Language technologies in speech-enabled second language learning games : from reading to dialogue." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/75652.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2012.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 237-244).<br>Second language learning has become an important societal need over the past decades. Given that the number of language teachers is far below demand, computer-aided language learning software is becoming a promising supplement to traditional classroom learning, as well as potentially enabling new opportunities for self-learning. The use of speech technologies is especially attractive to offer students unlimited chances for speaking exercises. To create helpful and intelligent speaking exercises on a computer, it is necessary for the computer to not only recognize the acoustics, but also to understand the meaning and give appropriate responses. Nevertheless, most existing speech-enabled language learning software focuses only on speech recognition and pronunciation training. Very few have emphasized exercising the student's composition and comprehension abilities and adopting language technologies to enable free-form conversation emulating a real human tutor. This thesis investigates the critical functionalities of a computer-aided language learning system, and presents a generic framework as well as various language- and domain-independent modules to enable building complex speech-based language learning systems. Four games have been designed and implemented using the framework and the modules to demonstrate their usability and flexibility, where dynamic content creation, automatic assessment, and automatic assistance are emphasized. The four games, reading, translation, question-answering and dialogue, offer different activities with gradually increasing difficulty, and involve a wide range of language processing techniques, such as language understanding, language generation, question generation, context resolution, dialogue management and user simulation. User studies with real subjects show that the systems were well received and judged to be helpful.<br>by Yushi Xu.<br>Ph.D.
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Tirén, Stina. "Digital Games in English Language Learning : A Mixed Method Study of Teachers' and Students' Attitudes to Digital Games and Its Effects in English Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36072.

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The possible benefits of digital games for English language learning and teaching have received increasing attention in recent years as more research shows that digital games can affect students’ learning and motivation within formal education. A great deal of the integration of digital games in school contexts depends on the attitude of teachers and students. The aim of this study is to investigate upper-secondary teachers’ and students’ attitudes toward digital games in the English language classroom in a Swedish context. Additionally, this study will also examine teachers’ and students’ views regarding the effects of using digital games for learning English. This is a mixed-method study, where semi-structured interviews and online surveys were conducted by participants from Uppsala, Gävleborg and Dalarna. 106 students and 11 teachers responded to the online survey, and 3 teachers participated in the semi-structured interview. The results found in this study confirm the findings from the majority of previous studies. Teachers and students are generally positive toward digital games in English language learning, and they see potential effects of using games in class. However, teachers find it difficult to implement digital games due to different obstacles, such as preparation time, lack of knowledge, and finding quality games.
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Karlsson, Tobias. "MOTIVATION AND LANGUAGE LEARNING IN ENTERTAINMENT GAMES : The Impact of Instructions." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8251.

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This article strives to investigate the importance of instructions when using an entertainment game for language learning, and evaluate how instructions affect learning outcome and motivation. To narrow down the case study only one game and language was chosen, namely the popular entertainment game ‘Sly Cooper: Thieves in Time’ (Sanzaru Games, 2013) in Dutch. Eighteen test subjects were split into three groups, one group got no prior instructions to playing, one got basic instructions and the last got thorough instructions. They then played part of the game to afterwards answer questions regarding motivation and take a language test containing words and phrases from the game. The study showed a significant increase in language learning correlated to the increase of instructions, meanwhile also presenting a significant result indicating that instructions might have a positive effect on motivation when using ‘Sly Cooper: Thieves in Time’ to teach language.
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Schueller, William. "Active control of complexity growth in Language Games." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0382/document.

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Nous apprenons très jeunes une quantité de règles nous permettant d'interagir avec d'autres personnes: des conventions sociales. Elles diffèrent des autres types d'apprentissage dans le sens où les premières personnes à les avoir utilisées n'ont fait qu'un choix arbitraire parmi plusieurs alternatives possibles: le côté de la route où conduire, la forme d'une prise électrique, ou inventer de nouveaux mots. À cause de celà, lorsqu'une nouvelle convention se crée au sein d'une population d'individus interagissant entre eux, de nombreuses alternatives peuvent apparaître et conduire à une situation complexe où plusieurs conventions équivalentes coexistent en compétition. Il peut devenir difficile de les retenir toutes, comment faisons-nous pour trouver un accord efficacement ? Nous exerçons communément un contrôle actif sur nos situations d'apprentissage, en par exemple sélectionnant des activités qui ne soient ni trop simples ni trop complexes. Il a été montré que ce type de comportement, dans des cas comme l'apprentissage sensori-moteur, aide à apprendre mieux, plus vite, et avec moins d'exemples. Est-ce que de tels mécanismes pourraient aussi influencer la négociation de conventions sociales? Le lexique est un exemple particulier de convention sociale: quels mots associer avec tel objet ou tel sens? Une classe de modèles computationels, les Language Games, montrent qu'il est possible pour une population d'individus de construire un langage commun via une série d'interactions par paires. En particulier, le modèle appelé Naming Game met l'accent sur la formation du lexique reliant mots et sens, et montre une typique explosion de la complexité avant de commencer à écarter les conventions synonymes ou homonymes et arriver à un consensus. Dans cette thèse, nous introduisons l'idée de l'apprentissage actif et du contrôle actif de la croissance de la complexité dans le Naming Game, sous la forme d'une politique de choix du sujet de conversation, applicable à chaque interaction. Différentes stratégies sont introduites, et ont des impacts différents sur à la fois le temps nécessaire pour converger vers un consensus et la quantité de mémoire nécessaire à chaque individu. Premièrement, nous limitons artificiellement la mémoire des agents pour éviter l'explosion de complexité locale. Quelques stratégies sont présentées, certaines ayant des propriétés similaires au cas standard en termes de temps de convergence. Dans un deuxième temps, nous formalisons ce que les agents doivent optimiser, en se basant sur une représentation de l'état moyen de la population. Deux stratégies inspirées de cette notion permettent de limiter les besoins en mémoire sans avoir à contraindre le système, et en prime permettent de converger plus rapidement. Nous montrons ensuite que la dynamique obtenue est proche d'un comportement théorique optimal, exprimé comme une borne inférieure au temps de convergence. Finalement, nous avons mis en place une expérience utilisateur en ligne sous forme de jeu pour collecter des données sur le comportement d'utilisateurs réels placés dans le cadre du modèle. Les résultats suggèrent qu'ils ont effectivement une politique active de choix de sujet de conversation, en comparaison avec un choix aléatoire.Les contributions de ce travail de thèse incluent aussi une classification des modèles de Naming Games existants, et un cadriciel open-source pour les simuler<br>Social conventions are learned mostly at a young age, but are quite different from other domains, like for example sensorimotor skills. The first people to define conventions just picked an arbitrary alternative between several options: a side of the road to drive on, the design of an electric plug, or inventing a new word. Because of this, while setting a new convention in a population of interacting individuals, many competing options can arise, and lead to a situation of growing complexity if many parallel inventions happen. How do we deal with this issue?Humans often exhert an active control on their learning situation, by for example selecting activities that are neither too complex nor too simple. This behavior, in cases like sensorimotor learning, has been shown to help learn faster, better, and with fewer examples. Could such mechanisms also have an impact on the negotiation of social conventions ? A particular example of social convention is the lexicon: which words we associated with given meanings. Computational models of language emergence, called the Language Games, showed that it is possible for a population of agents to build a common language through only pairwise interactions. In particular, the Naming Game model focuses on the formation of the lexicon mapping words and meanings, and shows a typical burst of complexity before starting to discard options and find a final consensus. In this thesis, we introduce the idea of active learning and active control of complexity growth in the Naming Game, in the form of a topic choice policy: agents can choose the meaning they want to talk about in each interaction. Several strategies were introduced, and have a different impact on both the time needed to converge to a consensus and the amount of memory needed by individual agents. Firstly, we artificially constrain the memory of agents to avoid the local complexity burst. A few strategies are presented, some of which can have similar convergence speed as in the standard case. Secondly, we formalize what agents need to optimize, based on a representation of the average state of the population. A couple of strategies inspired by this notion help keep the memory usage low without having constraints, but also result in a faster convergence process. We then show that the obtained dynamics are close to an optimal behavior, expressed analytically as a lower bound to convergence time. Eventually, we designed an online user experiment to collect data on how humans would behave in the same model, which shows that they do have an active topic choice policy, and do not choose randomly. Contributions from this thesis also include a classification of the existing Naming Game models and an open-source framework to simulate them
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Johansson, Joakim. "Acquiring low-frequency English vocabulary by contextual guessing amongst Swedish learners of English playing The Infectious Madness of Doctor Dekker." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89390.

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Video and computer game users are frequently stated as possessing a higher proficiency in English. In this study, 3 Swedish upper secondary school students from different programs played The Infectious Madness of Doctor Dekker, a lovecraftian murder mystery game. The aim was to examine the possible effects on their English vocabulary acquisition through their ability of assuming words' meaning from the context presented by the game. The words used in the study were low-frequency words which were gathered from the game and then cross-referenced with the Corpus of Contemporary American English(COCA). The 80 least frequent words were selected. Participants were tasked with translating, explaining or using the words in sentences after completing a game chapter. The study found that the game had in general had a positive effect on the participants’ vocabulary store. However, the test scores varied greatly between participants; 1 participant acquired 1 word while another participant acquired 18. This, combined with the small sample size, meant it was difficult to say definitively how effective the game had been at expanding the participants' vocabulary store.
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Greiner, Marion Ulrike. "The Effective Use of Games in the German as a Foreign Language (GFL) Classroom." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276106126.

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Laveborn, Joel. "Video Game Vocabulary : The effect of video games on Swedish learners‟ word comprehension." Thesis, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5487.

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<p>Video games are very popular among children in the Western world. This study was done in order to investigate if video games had an effect on 49 Swedish students‟ comprehension of English words (grades 7-8). The investigation was based on questionnaire and word test data. The questionnaire aimed to measure with which frequency students were playing video games, and the word test aimed to measure their word comprehension in general. In addition, data from the word test were used to investigate how students explained the words. Depending on their explanations, students were categorized as either using a “video game approach” or a “dictionary approach” in their explanations.</p><p>The results showed a gender difference, both with regard to the frequency of playing and what types of games that were played. Playing video games seemed to increase the students‟ comprehension of English words, though there was no clear connection between the frequency with which students were playing video games and the choice of a dictionary or video game approach as an explanation.</p>
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Books on the topic "Games for language learning"

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David, Betteridge, and Buckby Michael, eds. Games for language learning. 3rd ed. Cambridge University Press, 2005.

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Peterson, Mark. Computer Games and Language Learning. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137005175.

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Dalton, Elizabeth. Chinese Power Learning Games. distributed by ChinaSprout, 2007.

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Digital games in language learning and teaching. Palgrave Macmillan, 2012.

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Reinders, Hayo, ed. Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267.

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Moskowitz, Nachama Skolnik. Games, games, and more games: Fun for Jewish learning. UAHC Press, 1994.

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Ashby, Beverly Kay. Funtastics!: Holiday games for language acquisition. Communication Skill Builders, 1995.

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Hornsby, Bevé. Before alpha: Learning games for the under fives. Souvenir Press, 1989.

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García, Francisca Mérida. Spanish games with aims: Communication games and activities for the language classroom. Hodder & Stoughton, 1997.

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Inc, Scholastic, ed. Quick-and-easy learning games: Phonics. Scholastic Professional Books, 1996.

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Book chapters on the topic "Games for language learning"

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Peterson, Mark. "Computer Games and Learning." In Computer Games and Language Learning. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137005175_3.

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Reinders, Hayo. "Digital Games and Second Language Learning." In Language and Technology. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02328-1_26-1.

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Reinders, Hayo. "Digital Games and Second Language Learning." In Language, Education and Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02237-6_26.

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Usher, Robin, and Richard Edwards. "The Language Games of Lifelong Learning." In Lifelong Learning – Signs, Discourses, Practices. Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5579-x_4.

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Cehan, Sabina-Nadina, and Dana-Anca Cehan. "Computer Games and English Language Learning." In Advances in Web-Based Learning - ICWL 2012. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33642-3_19.

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Peterson, Mark. "Computer Games and Language Learning: Theoretical Rationales." In Computer Games and Language Learning. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137005175_4.

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Peterson, Mark. "CALL and New Digital Technologies." In Computer Games and Language Learning. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137005175_1.

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Peterson, Mark. "Computer Games: Definitions, Theories, Elements, and Genres." In Computer Games and Language Learning. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137005175_2.

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Peterson, Mark. "Early Research on the Use of Computer Games in CALL: An Overview." In Computer Games and Language Learning. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137005175_5.

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Peterson, Mark. "Recent Studies on Computer Gaming in CALL: An Analysis of Findings." In Computer Games and Language Learning. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137005175_6.

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Conference papers on the topic "Games for language learning"

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Allah, Fadoua Ataa. "Learning Games for Amazigh Language." In 2015 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2015. http://dx.doi.org/10.1109/csci.2015.95.

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Wang, Sida I., Percy Liang, and Christopher D. Manning. "Learning Language Games through Interaction." In Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/p16-1224.

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Madotto, Andrea, Mahdi Namazifar, Joost Huizinga, et al. "Exploration Based Language Learning for Text-Based Games." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/207.

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Abstract:
This work presents an exploration and imitation-learning-based agent capable of state-of-the-art performance in playing text-based computer games. These games are of interest as they can be seen as a testbed for language understanding, problem-solving, and language generation by artificial agents. Moreover, they provide a learning setting in which these skills can be acquired through interactions with an environment rather than using fixed corpora. One aspect that makes these games particularly challenging for learning agents is the combinatorially large action space. Existing methods for solving text-based games are limited to games that are either very simple or have an action space restricted to a predetermined set of admissible actions. In this work, we propose to use the exploration approach of Go-Explore for solving text-based games. More specifically, in an initial exploration phase, we first extract trajectories with high rewards, after which we train a policy to solve the game by imitating these trajectories. Our experiments show that this approach outperforms existing solutions in solving text-based games, and it is more sample efficient in terms of the number of interactions with the environment. Moreover, we show that the learned policy can generalize better than existing solutions to unseen games without using any restriction on the action space.
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Besedina, Elena, Irina Kuzmich, Natalia Maklakova, and Elena Shamina. "LEARNING ENGLISH? – ENJOY THE GAME! (LANGUAGE GAMES FOR ALL OCCASIONS)." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0436.

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"OVERVIEW OF COMPUTER-ASSISTED LANGUAGE LEARNING FOR EUROPEAN PORTUGUESE AT L2F." In Serious Games on Computer Science Learning. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003921505380543.

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Schmidt, Inke. "Evaluating Digital Applications for Language Learning: Outcomes and Insights." In 2014 6th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES). IEEE, 2014. http://dx.doi.org/10.1109/vs-games.2014.7012157.

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Chantova, Yasena. "USING CROWDSOURCING LANGUAGE RESOURCE GAMES IN TEACHING FRENCH AS A FOREIGN LANGUAGE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0794.

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Johansen, Mads, Martin Pichlmair, and Sebastian Risi. "Video Game Description Language Environment for Unity Machine Learning Agents." In 2019 IEEE Conference on Games (CoG). IEEE, 2019. http://dx.doi.org/10.1109/cig.2019.8848072.

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Sitdikova, Farida, Timur Usmanov, Olga Danilova, Irina Nalimova, and Agzam Valeev. "POTENTIAL OF COMPUTER GAMES IN SECOND LANGUAGE LEARNING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1375.

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Huang, Yu-Chiao, and Wen-Chun Chen. "Text-based Role Play Games in Blended Learning." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312112.

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Reports on the topic "Games for language learning"

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Ceren, Roi, Prashant Doshi, Matthew Meisel, Adam Goodie, and Dan Hall. Behaviorally Modeling Games of Strategy Using Descriptive Q-learning. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada575140.

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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, 2020. http://dx.doi.org/10.32370/iaj.2280.

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SWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada585074.

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Hasty, Ashley. Learning Professional Techniques Through Play: Using Games in the Apparel Classroom. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1358.

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DeJong, Gerald. Robotics with Natural Language Comprehension and Learning Abilities. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada190551.

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Ozawa, Michiyo. Japanese Students' Perception of Their Language Learning Strategies. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7036.

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SWA CONSULTING INC RALEIGH NC. Reviewing the Role of Mobile Learning Technology in Special Operations Forces Language Learning Contexts. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada592609.

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SWA CONSULTING INC RALEIGH NC. Evaluating DLAB as a Predictor of Foreign Language Learning. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada585073.

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Hirayama, Yuji. A PROLOG Lexical Phrase Computer Assisted Language Learning Module. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7173.

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6650.

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