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Journal articles on the topic 'Spelling games'
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Hijjatul Qamariah and Sri Wahyuni. "TEACHING SPELLING THROUGH GAMES." Visipena Journal 9, no. 1 (June 30, 2018): 137–50. http://dx.doi.org/10.46244/visipena.v9i1.447.
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Games have been believed to be good media in assisting teaching for years. Games are believed can promote learning become more interesting. Many studies have been conducted on utilizing games in learning. Some have proved that games can catch students’ attention better than traditional media such as textbook. In this study, games were used in teaching students about spelling. Since spelling is the basic form of language, there are still contradicts in how to teach it better. The researchers believed that games can assist in enacting more interactive spelling course well. Thus, this research employed some spelling games to be used in teaching third grade students of English as a Foreign Language (EFL) Elementary school, Bungcala, Aceh Besar. The researchers wanted to know the students’ responses after teaching by using spelling games. Thus at the end of teaching and learning process after four meetings by applying games in teaching spelling, the researcher distributed questioners to students asking their opinion about spelling games in learning spelling. The students’ responses showed that they love to study spelling through games, games make them interested in studying spelling. Games let them work more in groups.
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Greenwood, Bill. "Adventures in Learning: Spelling." Gifted Education International 10, no. 1 (September 1994): 31–32. http://dx.doi.org/10.1177/026142949401000107.
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The gifted child has a superior ability to perceive relationships where they are not obviously perceptible. At the Willings Learning Clinic we devise a set of learning games for each individual underachiever. However, these games many of which call for the perception of relationships are very useful for gifted children either in groups or (especially) played with a child and a mentor. This article and the ones which follow describe games which a teacher or mentor can offer.
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Patterson, Nancy. "TECH CONNECT: Spelling: Blame It on Technology." Voices from the Middle 9, no. 3 (March 1, 2002): 40–43. http://dx.doi.org/10.58680/vm20022403.
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Discusses how the technology of alphabetic writing is the first technology to “blame” for students’ spelling problems. Considers the use of computers and spell checkers in dealing with spelling issues. Lists 10 Web sites that address spelling reform; research on spelling; and spelling lists, tests, tips, and games.
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Sembiring, Novalina, and Anna Stasya Prima Sari. "Spelling Bee Games: Belajar Bahasa Inggris sambil bermain bagi Anak-anak Pengungsian di Desa Simacem, Siosar." Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) 5 (December 17, 2022): 1–10. http://dx.doi.org/10.37695/pkmcsr.v5i0.1622.
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Peningkatan kosakata merupakan salah satu keterampilan dasar untuk menguasai sebuah bahasa, termasuk bahasa Inggris. Tujuan pengabdian pada masyarakat ini adalah untuk meningkatkan kosakata anak-anak pengungsian yang berada di desa Simacem Siosar melalui spelling bee games, sejenis permainan dengan mengeja kata-kata dalam bahasa Inggris. Desa Simacem Siosar menjadi tempat pelaksanaan pengabdian karena merupakan daerah pengungsian sehingga pendidikan anak-anak tidak jarang luput dari perhatian. Pengajaran bahasa Inggris untuk meningkatkan kosakata anak-anak pengungsian di Siosar melalui spelling bee games terbukti dapat meningkatkan keterampilan kosakata mereka serta meningkatkan motivasi dalam belajar bahasa Inggris karena pembelajaran dilakukan sambil bermain. Peserta didik yang awalnya sangat minim kosakata dan tidak begitu terbiasa dengan spelling menunjukkan peningkatan kemampuan diakhir pembelajaran. Hal ini dapat dilihat dari rata-rata nilai kuis yang semula <50 menjadi >50. Melalui spelling bee games, kosakata peserta didik meningkat dan mereka mendapat banyak kosakata baru serta kemampuan mengeja mereka dalam bahasa Inggris juga menjadi lebih baik dari sebelumnya.
Kata kunci: spelling bee, anak-anak pengungsian
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Elimelech, Adi, and Dorit Aram. "Evaluating preschoolers’ references to characteristics of the Hebrew orthography via a computerized early spelling game." Written Language and Literacy 25, no. 2 (December 6, 2022): 159–82. http://dx.doi.org/10.1075/wll.00065.ara.
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Abstract The current study evaluated how characteristics of Hebrew, a Semitic language with an abjad writing system, are manifested in Hebrew-speaking preschoolers’ play with a computerized spelling game adapted for Hebrew. The game words were of different lengths and structures so as to include the entire Hebrew alphabet and all the vowels (a, e, i, o, u) in all possible positions in the word (first, last, second). We analyzed the 18,720 spellings typed by 96 preschoolers aged 5;7 years (on average) who played the game during eight sessions (about 20 minutes per session) in one month. The study indicated a greater difficulty in spelling א, ה, ו, י letters as consonants than as vowels, and more success in spelling ב, כ, פ letters that are pronounced as stops, as compared to the same letters that are pronounced as spirants. The success in spelling consonants and consonant-vowel letters was identical. Within a word, there was greater success in spelling the first letter, than in spelling the last letter, and the second letter. The length of the word did not influence success in spelling the first, second, or last letter in the word. At the same time, spelling an entire shorter word was easier than spelling an entire longer word. Lastly, spelling of words to which children had more exposures was easier than spelling words with only a single exposure. The discussion focuses on the implications of the study and refers to the nature of appropriate literacy-oriented digital Hebrew games and activities with preschoolers.
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Hadiyansah, Dwi Nur. "The Increasing Students’ Vocabulary Through Spelling Bee Games." JOEY: Journal of English Ibrahimy 2, no. 1 (February 10, 2023): 50–57. http://dx.doi.org/10.35316/joey.2023.v2i1.50-57.
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This research aimed to find out whether a spelling bee game can increase students’ vocabulary or not and to find out the effectiveness of a spelling bee game to increase students’ vocabulary. The research method was classroom action research which consisted of cycles. The research location was in SMPN 1 Banyuputih. The data collection instruments were observation, documentation, questionnaire, and trial questions. Furthermore, the data were analyzed by qualitative descriptive and comparative descriptive. The conclusions of this research were spelling bee games can increase students’ vocabulary with the comparison test values 57,8 (Pre-test), 68,9 (Post-test 1), and 84,0 (Post-test 2). This game was also effective, it showed by the students’ activity observations results of 73% (1st meeting), 75% (2nd meeting), 77% (3rd meeting), and 92% (4th meeting) in a series. The questionnaire of effectivity also showed a value of 84,4 with the predicate good.
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Pryle, Marilyn Bogusch. "Peek, Peak, Pique: Using Homophones to Teach Vocabulary (and Spelling!)." Voices from the Middle 7, no. 4 (May 1, 2000): 38–43. http://dx.doi.org/10.58680/vm20002301.
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Argues that regular homophone practice enhances vocabulary knowledge, spelling skills, pronunciation ability, and overall reading proficiency. Describes how card games played with decks of homophones helped to accomplish these things. Notes particular benefits of homophone games to ESL students, and outlines key advantages of using the games.
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Shokri, Hossein, and Seyed Jalal Abdolmanafi-Rokni. "The Impact of Computer Games on EFL Learners' Spelling: A Qualitative Study." Studies in English Language Teaching 2, no. 3 (September 18, 2014): 266. http://dx.doi.org/10.22158/selt.v2n3p266.
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<p><em>This is a qualitative study in which video games were applied as one of the basic steps of language learning and literacy skill for specific students i.e. spelling. In this study 40 students from two classes at the age group of 14-16were randomly divided into two groups, control and experimental (each 20). The participants in the control group receive a placebo while the experimental group was presented with original computer games. During the treatment period the experimental group worked with each game by the teacher in the class. The classroom was equipped with the computer, television, overhead projector, etc. Each week they was subjected to one game. At the end of each session, the students were required to play the games and elicit words and spelling of them. After eight sessions of treatment, a questionnaire was filled out by the participants in the experimental group. The results of the study showed that the experimental group outperformed the control group. This finding subscribes to the role and efficacy of video computer games on spelling among students.</em></p>
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C., Sandiuc. "The use of vocabulary games in the ESP classroom." Scientific Bulletin of Naval Academy XXII, no. 1 (July 15, 2019): 104–11. http://dx.doi.org/10.21279/1454-864x-19-i1-014.
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Studies show that engaging students with game-based activities increases their involvement and leads to better language acquisition. Students who associate learning with playing games and having fun are more relaxed, at the same time being more involved and competitive. Therefore, language games can prove to be a very useful tool in teaching vocabulary effectively in ESP. They can be used as warm-up activities or time fillers, as review exercises or even as an assessment tool. The present paper discusses a series of fun activities aimed at improving students’ vocabulary mastery, their spelling skills, inference making and morphology knowledge, such as: alphabet and spelling games, fun matching activities, concentration and memory games, vocabulary review games, etc. These activities advocate for a change in the teaching techniques, which could provide some variety and turn standard textbook activities into playful tasks meant to revive the ESP classroom and improve learners’ vocabulary and fluency
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Mangiri, Roni1. "THE EFFECTIVENESS OF USING BINGO GAMES TO IMPROVE STUDENT’S SPELLING ABILITY AT SMP KRISTEN SA’DAN." Teaching English as a Foreign Language Overseas Journal 10, no. 2 (August 17, 2022): 83–88. http://dx.doi.org/10.47178/teflo.v10i2.1739.
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Gisckha Hazezlima Aniza, Wulan Wangi, and Wageyono. "The Effect of Spelling Bee Games to Students’ Vocabulary Mastery." LUNAR 5, no. 1 (September 5, 2021): 194–202. http://dx.doi.org/10.36526/ln.v5i1.1465.
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The objective of the research was to know the effect of Spelling Bee game to students vocabulary mastery. This research design was in experimental research. The researcher observed 33 students’ of tenth grade TKJ 2 at SMK NU Mamba’ul Huda. The researcher used pre-test and post-test and those were in the form of multiple choice tests. The data were analyzed statistically by using T-test. Afterward, T-test was analyzed and interpreted with the degree of significances 5% with db = N – 1 = 33-1 = 32 and the T- table is 2,036. The results of T-test analysis was 12,09. The result showed that there was a significant difference between using and without spelling bee game to students vocabulary mastery. Based on the research result, it can be concluded that teaching English vocabulary by Spelling Bee game was effective and gave remarkable progress in students vocabulary mastery, especially in X TKJ 2 at SMK NU Mambaba’ul Huda Tegalsari.
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Pratiwi, Putri Tria, Fera Zasrianita, and Ali Akbarjono. "Enriching Students’ Vocabulary Mastery through English Spelling Bee Games." Jadila: Journal of Development and Innovation in Language and Literature Education 2, no. 2 (November 15, 2021): 155–69. http://dx.doi.org/10.52690/jadila.v2i2.193.
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This research aims to enriching students vocabulary mastery by using spelling bee games. The population of this research was the seventh grade students of SMP Negeri 15 Kota Bengkulu with consisted of 180 students into seven classes, namely VII A – VII F. After ensuring with the purposive sampling, two classes were finally chosen as the sample of this research: VII D as the experimental class and VII E as the control class. Both of classes consisted of 30 students with almost homogenous score. This research had been conducted at SMP Negeri 15 Kota Bengkulu. This research employed a Quasi-Experimental method. The Experimental class treated by using Spelling Bee strategy, while the control class was using the conventional ways. The pre-test was given to the two groups before giving the treatment. The result of pre-test showed the mean score of experimental class was 60.17 and the control class was 59.83. After giving the treatment, post-test was given. The result of post-test showed the mean score of experimental class was 76.00 and the control class was 69.83. in addition, the result of independent sample T-test (0.094) showed that t-count was smaller than t-table (2.00172) and sig (2-tailed) was higher than 0.05 (0.925 > 0.05). In other words, Ho was accepted and Ha was rejected. In summary, it could be stated that students’ who were taught vocabulary by using Spelling Bee was more effective than using the conventional ways. So, it can be concluded that Spelling Bee has positive effect to the Seventh Grade Students’ at SMP Negeri 15 Kota Bengkulu in vocabulary Mastery.
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Zare, Mahbobe, Malahat Amani, and Majid Sadoughi. "The role of Persian‐language word exercise games in improving spelling of students with dyslexia: Word exercise games in improving spelling." Journal of Computer Assisted Learning 36, no. 3 (November 11, 2019): 315–22. http://dx.doi.org/10.1111/jcal.12400.
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Guarnizo Cajamarca, Johanna Elizabeth, Jonathan Patricio Fajardo Fajardo, Enrique Vicente Quinto Saritama, Diana Bárbara Oviedo Severino, and Patricia Piedad Ordoñez Delgado. "Playful strategies in learning spelling of students from a public school in Loja - Ecuador, academic year 2018 – 2019." Sapienza: International Journal of Interdisciplinary Studies 4, no. 3 (September 30, 2023): e23043. http://dx.doi.org/10.51798/sijis.v4i3.697.
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The present work has as a general objective: analyze playful strategies in the learning of spelling in fourth grade B students of the Unit Educational Lauro Damerval Ayora de Loja, Ecuador, academic period 2018 – 2019. The diagnosis allows us to show that the teacher has very little knowledge about the use of ludic strategies oriented to the learning of the spelling, while 50% of students indicate that the teacher sometimes uses games, and thus it was also detected that it uses methodological strategies traditional, which negatively influences the learning of spelling, since that 67% of students have a grade of less than 7.00 points, verifying If they have spelling problems. Finally, various recommendations are presented to address the aforementioned issue.
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Vivianti, Nurul, Syahrir Syahrir, and Husnani Aliah. "The Effect of Using Spelling Bee Games on Vocabulary Mastery." Edumaspul: Jurnal Pendidikan 7, no. 2 (October 1, 2023): 3016–21. http://dx.doi.org/10.33487/edumaspul.v7i2.5873.
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Permainan spelling bee digunakan untuk membantu siswa meningkatkan kosakata dan pengetahuan mereka tentang ejaan bahasa Inggris, pengucapan. Penelitian ini menggunakan penelitian kuantitatif dengan penelitian eksperimental terapan, untuk menguji dampak perlakuan terhadap suatu hasil, diperlukan untuk mengetahui efektivitas antara dua variabel dalam waktu yang bersamaan. Populasi penelitian ini pada siswa kelas VII SMPN 03 Kota Palopo tahun ajaran 2023/2024. Jumlah penduduk adalah 280 siswa. Terdapat 10 kelas yang terdiri dari 28 siswa dalam kelas tersebut. furethur peneliti memilih 2 kelas sebagai sampel, selanjutnya peneliti membagi menjadi dua kelompok 14 siswa untuk kelompok eksperimen dan 14 siswa untuk kelompok kontrol, kelas sampel adalah VII A terdiri dari 14 siswa, peneliti mengambil sampel dengan campuran. Instrumen penelitian ini adalah tes, jenis tes adalah tes kosakata, apakah tes terdiri dari pre-test dan post-test. Berdasarkan hasil uji T sampel independen pada data pra dan pasca yang dianalisis, diperoleh nilai signifikansi 0,000, yang lebih besar dari tingkat signifikan (a) yang digunakan 0,05.karena untuk dapat mengatakan signifikansi itu harus >0,05. Oleh karena itu dapat disimpulkan bahwa terdapat perbedaan nilai pre test dan post test yang signifikan antara kelompok eksperimen dan kelompok kontrol. Permainan spelling bee berdampak pada pertumbuhan kosakata. Karena kosakata dapat digambarkan paling baik sebagai istilah yang dipelajari dalam bahasa, mengajar kosakata jelas memerlukan lebih dari sekadar memperkenalkan kata-kata baru.
Abstract
The spelling bee game is used to helping students improve their vocabulary and their knowledge of English spelling, pronunciation..These research used quantitative research with applied an experimental research,to test the impact of a treatment on an outcome,it consern to finding out the effectivness between two variabel in the same time. The populasi of this research on the VII grade students of SMPN 03 Kota Palopo in the academic year of 2023/2024. The number of population was 280 students. There were 10 class wich is 28 students in the class. furethur the researcher choose 2 classes as the sample,next the researcher devides into two groups 14 students for the experimental groups and 14 students for the control groups,the sample class is VII A consisted 14 students,the researcher took the sample with mix. The instrument of this research is test,the kind of test was vocabulary test,were the test consist pre-test and post-test. Based on the independent sample T- test results on the analyzed pre and post data a significance value of 0,000was obtained,which is greater than the significant level (a)used of 0,05.because to be able to say it significance it must be >0,05. Therefore it can be concluded that there is significant different pre test and post test values between the experimental group and control groups.The spelling bee game has an impact on vocabulary growth.Since vocabulary can be described best as the terms that are learnt in the language, teaching vocabulary obviously entails more than just introducing new words.
Keywords: Vocabulary, Spelling Bee Game
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Mayasari, Nila. "THE INFLUENCE OF SPELLING BEE GAMES TO IMPROVE STUDENTS’VOCABULARY MASTERY IN USING ICD-10 CHAPTER XVIII and XXI AT APIKES IRIS PADANG." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 8, no. 2 (October 31, 2019): 66–70. http://dx.doi.org/10.30630/polingua.v8i2.115.
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Vocabulary has become the key aspect in learning language and it should be introduced through an interesting way. One way to mastery it is through Spelling Bee game. In line with that Lewis and Hill (“1998) stated that student will not achieve success in learning unless they enjoy the process will influence their achievement. This study entitles The Influence Of Spelling Bee Games To Improve Students'Vocabulary Mastery In Using ICD-10 Chapter Chapter XVIII and XXI At Apikes Iris Padang discovers the effectiveness of the use of Spelling Bee in teaching vocabulary. The sample is given Spelling Bee treatment that was adopted from Stone (2010).The data of this study are obtained through a post test.the post- test is given in the form of spelling test. The data from the post test are analyzed statistically using SPSS 20 for windows. The result shows that the lowest score on the post test is 30.00 Meanwhile, the highest score is 95.00. The range of scores was 65.00. Dealing with central tendency, the averange score is 69.9231 and the midpoint fell on 75.0000. Then, the table also presents standart deviation which indicates the average variability of the scores from mean is 1.58482E. From the post –test result it can be seen student really influence by the spelling be game.
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ŞEVİK, Mustafa, and Fatma BOSTANCIOĞLU. "Spelling Games and the Orthographic Abilities of Young EFL Learners." Dil Eğitimi ve Araştırmaları Dergisi 6, no. 2 (October 23, 2020): 320–34. http://dx.doi.org/10.31464/jlere.672611.
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Morgan, J. D. "The Origin of Molorc[h]us." Classical Quarterly 42, no. 2 (December 1992): 533–38. http://dx.doi.org/10.1017/s0009838800016165.
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In his exemplary edition of the papyrus fragments of Callimachus' Victoria Berenices, P. J. Parsons briefly considered the spelling of the name of Hercules' host, who played such a major role in Callimachus' αἴτιον on the founding of the Nemean games. At B iii 2 the papyrus has M⋯[λ]ορκοϲ. On this Professor Parsons noted ‘elsewhere M⋯λορχοϲ: the unusual spelling, which no doubt comes from the text, reappears in Apollodorus, Bibl. 2.5.1 (Mολ⋯ρκῳ, but later M⋯λορχοϲ), Nonnus, Dion. 17.52 and Stephanus of Byzantium s.v. Mολορκ⋯α (above p. 2f)’.
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Hamilton, Harley. "Multisensory Associative Guided Instruction Components-Spelling." Journal of Educational Technology Systems 45, no. 2 (November 15, 2016): 256–84. http://dx.doi.org/10.1177/0047239516647368.
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This article describes a multisensory presentation and response system for enhancing the spelling ability of dyslexic children. The unique aspect of MAGICSpell is its system of finger–letter associations and simplified keyboard configuration. Sixteen 10- and 11-year-old dyslexic students practiced the finger–letter associations via various typing games. They then were tested on the spelling of four-letter words with the “er” sound bordered on each end by a consonant. A pretest revealed that the students spelled the target words correctly 3% of the time. After practice with MAGICSpell, the correct responses rose to 84% for the practiced words. The students also significantly increased correct responses for nonpracticed words of the same spelling pattern. This trend held for both typing with the MAGICSpell configuration and writing responses.
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Meutia, Putri Dini, Cut Rahmawati, Rini Susiani, Ugahara Ugahara, Dara Nazua Effridanda, and Fitri Fitri. "BIMBINGAN BELAJAR BAHASA INGGRIS ANAK-ANAK MELALUI PERMAINAN DI GAMPONG ATEUK LAM-URA." SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan 6, no. 3 (September 23, 2022): 1544. http://dx.doi.org/10.31764/jpmb.v6i3.10827.
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ABSTRAKKegiatan bimbingan belajar ini bertujuan untuk meningkatkan kosakata bahasa Inggris anak-anak usia sekolah dasar melalui permainan. Bimbingan belajar ini dilaksanakan di Gampong Ateuk Lam-Ura, Aceh Besar. Peserta dari bimbingan belajar ini ada 8 anak. Permainan yang diberikan berupa menyusun kata, menebak kata, menulis kata, spelling bee game, throwing ball, dan gesturing. Kegiatan ini dilaksanakan 1 bulan dan setiap pertemuan berdurasi 1 jam. Hasil dari kegiatan ini adalah anak-anak selama mengikuti bimbingan belajar sangat bersemangat. Hal ini terbukti dengan peningkatan kosakata baru mereka. Oleh karena itu diperlukan metode yang efektif, kreatif, dan menyenangkan dalam pengajaran bahasa Inggris kepada anak-anak usia sekolah dasar. Kata kunci: bimbingan belajar; permainan; peningkatan. ABSTRACTThis training activity aimed to improve the English vocabulary of elementary school-age children through games. This activity was carried out in Gampong Ateuk Lam-Ura, Aceh Besar. The participants of this training were 8 children. The games were in the form of composing words, guessing words, writing words, spelling bee games, throwing balls, and gesturing. This activity was carried out for 1 month and each meeting was 1 hour. The result of this activity is the children during the training are very enthusiastic. It can be seen from the increase in their new vocabulary. Therefore, an effective, creative, and fun method is needed in teaching English to elementary school-age children. Keywords: training; games; increase.
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Nur Auliyah, Muhammad Ihsan, and Dzakiah. "THE EFFECTIVENESS OF USING SILENT WAY METHOD WITH SPELLING GAME IN IMPROVING STUDENTS’ VOCABULARY MASTERY." Datokarama English Education Journal 4, no. 1 (June 29, 2023): 29–38. http://dx.doi.org/10.24239/dee.v4i1.64.
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The objective of this research is to find out whether the use of the silent way with spelling games can improve students’ vocabulary in the eighth grade of SMPN 8 Palu or not. The knowledge of the English language in the eighth grade of SMP 8 Palu is still low, especially in vocabulary. This research aims to obtain empirical evidence about the effect of using the silent way method with spelling games. The population were all eighth-grade students of SMP 8 Palu. The sample were 44 students. The research employs a quasi-experimental design. In the experimental class, the researcher used the silent way method with a spelling game, and in the control class, the researcher used the conventional method strategy (memorizing). The researcher used an instrument in the form of multiple choice and matching tests. The instrument was given in pre-test and post-test. The finding indicated that there was a different score of the final significant mean between the classes, the serve of the experimental class was 73,40 while the final mean of the control class was 63,6. The hypothesis test shows that significant level of 5 % t-test 4,255 > t-table 1,682 so, it can be stated that H0 (Null hypothesis) was rejected and Ha (Alternative hypothesis) was accepted. Therefore, it can be concluded that the use of the Silent Way method with the Spelling Game was effective in improving students’ vocabulary in the eighth grade at SMP 8 Palu in the academic year 2021/2022.
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Brown, Stacey. "Play is Not Just for PE." English Journal 96, no. 3 (January 1, 2007): 46–50. http://dx.doi.org/10.58680/ej20075739.
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Stacey Brown energizes high school students with “brain-twisting” writing prompts, word games to hone vocabulary and spelling skills, and art to show complex ideas. Additionally, reading aloud to her class models fluent reading, expands students’ vocabularies, builds community, and stimulates student-led discussions about the novel.
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Sodiqova, Mohlaroyim. "SPELLING RULES FOR STUDENTS, THE METHOD OF GAMES IN TEACHING SPELLING, WORKING WITH STUDENTS IN AN INNOVATIVE WAY." Theoretical & Applied Science 98, no. 06 (June 30, 2021): 608–11. http://dx.doi.org/10.15863/tas.2021.06.98.74.
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S.D, Mr Akash. "GRAMMAROUS Revolutionizing English Vocabulary Acquisition for Children through Gamified Learning." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 03 (March 23, 2024): 1–5. http://dx.doi.org/10.55041/ijsrem29356.
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Interactive Learning through Gamified Activities: The Grammarous App This paper presents Grammarous, a novel Android application that revolutionizes children's English vocabulary acquisition through interactive and gamified activities. By leveraging cutting-edge technologies and principles of gamification, Grammarous incorporates a diverse range of engaging features tailored to cater to various learning styles, making vocabulary acquisition an enjoyable and highly effective process for young learners. The app employs innovative techniques such as Shake-to-Spell, where children can rearrange scrambled letters into words by shaking their devices, fostering both visual and kinesthetic learning. Other features include Fill-in-the-blanks to reinforce memory and spelling, Spelling Bees for friendly competition, Rearrange Words to stimulate critical thinking, Matching Games for solidifying vocabulary relationships, and Shake Alphabets for letter recognition and mastery. Grammarous leverages Firebase Authentication for secure user management and real-time data retrieval to facilitate personalized learning experiences. By seamlessly integrating education and technology, the app creates an immersive and adaptive learning environment that actively engages children and promotes cognitive development. With its innovative approach to gamifying language learning, Grammarous has the potential to revolutionize the field of educational technology, providing a fun and effective platform for children to acquire essential English vocabulary skills crucial for academic and personal growth. Keywords: android app, vocabulary, gamification, spelling bee, innovative, educational games, language expansion, interactive learning, cognitive development, personalized education
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Rahmawati, Wiki Tedi, and Yunita Mutiara Harahap. "Spelling Bee Games to Increase Students’ Vocabulary Mastery at the Islamic-Affiliated Middle Schools: An Action Research." Journal of Languages and Language Teaching 11, no. 1 (January 20, 2023): 61. http://dx.doi.org/10.33394/jollt.v11i1.6758.
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Spelling bee game can be considered as a method to teach vocabulary mastery for junior high school using a game. The students not only memorize the words abut also can spell and pronounce them correctly. There are problems faced by the students particularly the seventh grade students of this research location such as the difficulty to understand the form of English words and to pronounce them. The objective of this research was to solve those problems in order to increase the students’ mastery of vocabulary by applying spelling bee game. The research method used was a classroom action research by fulfilling planning, acting, observing, and reflecting in each cycle. It was accomplished in two cycles since the determined achievement was not obtained in the first cycle. The subject involved was 35 students of grade seventh. Qualitative data were gathered by administering interview, observation, and questionnaire while quantitative data were obtained from students’ vocabulary mean score. The qualitative data analysis from questionnaire showed that there was increasing of positive responses (23.97%) while observation and interview showed that the students were more motivated in engaging the teaching-learning process through spelling bee game. The quantitative data analysis showed that there was increasing on students’ vocabulary mastery seen from the increasing of mean score from 25.07% in orientation test to 88.57% in post-test cycle II. There were 31 students in post-test cycle II passed the criteria. Thus, the criteria of success were achieved. It can be concluded that using spelling bee game can be an alternative method to increase the vocabulary mastery in an enjoyable and fun atmosphere.
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Mihaljević, Josip, and Lana Hudeček. "Model for developing educational games based on data from dictionary structure." Studia lexicographica 16, no. 30 (June 14, 2022): 111–33. http://dx.doi.org/10.33604/sl.16.30.6.
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The paper describes a model for transferring data from dictionary structure into games. The model is developed on the example of Croatian Web Dictionary – Mrežnik. Mrežnik has a complex structure with fields and subfields for entering data created in TLex. Dictionary data organized in a fixed structure can be selected from the dictionary, exported, and used for automatic or semi-automatic creation of educational games like spelling games, accentuation, splitting words into syllables, idioms, and word relations (e.g. synonyms, antonyms). Dictionary data can be processed by a game algorithm that creates game assignments and corrects answers based on data structure. Game types based on structured dictionary data are quizzes, fill-in-the-blank games, drag-and-drop games, typing games, and crossword puzzles. The development process will be analyzed based on these initial steps: understanding dictionary structure, conceptualizing games based on structured dictionary data, choosing game data, exporting data, processing data, and gamifying dictionary data. After explaining each of the steps, the authors propose modifications to the steps and analyze how they can be used for other e-lexicographic works.
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Pratiwi, Resdilla. "PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN." Jurnal Abdimas Adpi Sosial dan Humaniora 2, no. 2 (August 7, 2021): 43–50. http://dx.doi.org/10.47841/jsoshum.v2i2.207.
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This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.
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Pratiwi, Resdilla. "Pelatihan Metode Pembelajaran Fun English Games Using Application bagi Guru Bahasa Inggris Mas Nu Batahan." Jurnal Abdimas Adpi Sosial dan Humaniora 2, no. 2 (June 30, 2021): 102–7. http://dx.doi.org/10.47841/jsoshum.v2i2.149.
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This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.
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Adi, Sugeng Susilo, and Ricky Chandra Wijaya. "TEACHING ENGLISH VOCABULARY USING SPELLING GAMES FOR INDONESIAN KINDERGARTEN STUDENTS: A CASE STUDY." Erudio Journal of Educational Innovation 5, no. 2 (2018): 70–80. http://dx.doi.org/10.18551/erudio.5-2.10.
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Le, Lan-Anh Thi, Quynh-Nga Thi Tran, Kim-Dung Thi Nguyen, and Ha Thi Nguyet Xuan. "Using learning games for fourth-grade students to teach Vietnamese lessons and teachers' perspectives on learning games." Journal of Education and e-Learning Research 10, no. 3 (June 1, 2023): 364–70. http://dx.doi.org/10.20448/jeelr.v10i3.4712.
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Students can learn in a meaningful way through the use of educational games. When students apply their skills and information in order to progress through a game, a huge degree of engagement is generated among them in the classroom as a result both their capabilities and their learning increase. 153 children from primary schools in Vietnam participated in this research. The children were split into two groups: an experimental and a control group. Both groups participated in two sessions of word and sentence practice as well as spelling instruction. According to the findings of the study, the educational outcomes of the students are greatly improved when games are used in their classrooms. In addition, research has shown that some teachers are against the use of games in the classroom since it makes it more difficult to prepare educational materials. Some educators believe that playing educational games is a more effective method of instruction as it allows for greater flexibility during the learning process. This makes a contribution to the theoretical framework that is necessary to guide educators and instructors in the process of improving learning game programs for children in primary schools and other learners.
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Yousif Alshumaimeri and Noman Mazher. "Augmented reality in teaching and learning English as a foreign language: A systematic review and meta-analysis." World Journal of Advanced Research and Reviews 19, no. 1 (July 30, 2023): 1093–98. http://dx.doi.org/10.30574/wjarr.2023.19.1.1324.
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This study provides implications on the application of augmented reality (AR) in education through a review of research papers focused on a type of XR technology, identifying and describing its practical application using examples drawn from different contexts in facilitating learning English as a foreign language (EFL). Specifically, we conducted a systematic review and meta-analysis to bring together information on how available tools employing XR technology can be used to enhance English language learning. This study focuses on providing information for a better understanding of AR-based learning and its integration in both classroom and personal customized learning of EFL. The review aligns with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Statement (PRISMA) guidelines. Literature was searched from ACM Digital Library, IEEE Xplore, PubMed, ERIC, the Cochrane CENTRAL library, and Google Scholar. The studies reviewed identified three major AR game-based strategies used in language learning: augmented word spelling games, card-based word visualization activities, and word annotations or word spelling games. The meta-analysis yielded a random effect size of 8.46 [−1.93, 18.85] at a 95% confidence interval but found no significant effect (z = 1.60 (p = 0.11)). An AR system can effectively teach students of all ages since it enhances engagement in learning. Additional research is necessary to further inform learners and trainers on the full extent of the implementation of AR technology in learning.
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Afiah, Yayah. "MENINGKATKAN HASIL BELAJAR DENGAN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENTS." Perspektif Ilmu Pendidikan 26, no. XVII (October 31, 2012): 103–7. http://dx.doi.org/10.21009/pip.262.2.
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The Grade X-7 students’ understanding of writing argumentative paragraph is still low as the students do not listen to the teacher’s explaination attentively, do not care the use of correct spelling, diction, effective sentence, paragraph coherence, and integerated passage. To overcome these problems, the researcher performed classroom action research aiming at imroving the students’ competence in writing argumentative paragraph. The research was conducted in Grade X-7 of State High School, No. 7, in Jakarta as from January through February 2012 employing Teams Games Tournaments (TGT) Model. After the second cycle of the research, the students’ learning achievement indicated the average of 72 with the learning mastery of 75 % showing the significant improvement. It was concluded that TGT Model can be used to improve the students’ learning achievement in argumentative paragraph writing. Besides, the research recommended a set of steps how to use the model.
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Claudia, Juli Gladis, Sri Sujawaty, and Mutmainah Dunggio. "Penurunan Disleksia pada Balita Melalui Permainan Puzzle Alfabeth dan Kartu Huruf." Journal Midwifery Jurusan Kebidanan Politeknik Kesehatan Gorontalo 6, no. 1 (October 22, 2021): 33. http://dx.doi.org/10.52365/jm.v6i1.315.
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Dyslexia is a disorder in the form of difficulty reading, writing, spelling which results in children not being able to read and speak. Teachers can stimulate children's thinking interested in learning to read using interesting learning techniques such as alphabet puzzle games and letter cards. This study aims to determine the effect of alphabet puzzle games and letter cards to reduce dyslexia. The research design is quasi-experimental with a one-group pretest-posttest design approach, namely measurement of observations before and after being given an alphabet puzzle game and letter cards for 3 months every 7 days. The research subjects were all students under five as many as 66 people. The dependent variable is alphabet puzzle and letter cards and the independent variable is the decrease in dyslexia. The results showed that there was a decrease in dyslexia in toddlers using alphabeth puzzle games (70% to 13%) and letter card games (67% to 16%). The results of the Paired T test statistical test obtained a Sig 2 tailed value of 0.000 (p < 0.05) meaning that there was an influence of alphabet puzzle games and letter cards on the decrease in dyslexia. The conclusion is that there is an effect of alphabet puzzle games and letter cards on the reduction of dyslexia in children under five.
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Marinelli, Chiara Valeria, Giuliana Nardacchione, Eugenio Trotta, Raffaele Di Fuccio, Paola Palladino, Luigi Traetta, and Pierpaolo Limone. "The Effectiveness of Serious Games for Enhancing Literacy Skills in Children with Learning Disabilities or Difficulties: A Systematic Review." Applied Sciences 13, no. 7 (April 2, 2023): 4512. http://dx.doi.org/10.3390/app13074512.
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Serious games (SGs) are often used for learning and cognitive improvement. This systematic review aims to verify the effectiveness of SG in enhancing the reading and writing of children with learning difficulties or disorders. The study was conducted according to the PRISMA 2020 Guidelines. The screening processes led to six relevant articles, all of which were randomized trials with a low risk of bias. The number of SGs developed for children with learning disorders with evidence of efficacy is very small, and they focus on enhancing only some aspects of literacy, leaving out the training of some fundamental skills, such as spelling and text comprehension. Serious games are effective in improving reading and metaphonological skills and in ensuring good engagement and enjoyment. However, poor generalization of progress to untreated skills was reported. The importance of investment in this area of research is highlighted.
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Bafadal, Muhammad Fauzi, and Humaira Humaira. "The Use of Charades Games in Teaching Vocabulary to the Junior High School Students." Linguistics and Elt Journal 5, no. 1 (March 5, 2019): 14. http://dx.doi.org/10.31764/leltj.v12i2.748.
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Vocabulary is a knowledge of words and word meanings. To increase the student’s vocabulary, the writer chosen game. A game is an alternative way to teach. One of the alternative games is a charades game. So, based on it the aim of this study is to investigate the effect of charades game toward student’s vocabulary. This study was conducted at the first-grade students of SMPN 18 Mataram in academic year 2017/2018. This study used a quasi-experimental design that is used pre-test and post-test control group design. The population of study involved 40 students from two classes SMPN 18 Mataram in academic year 2017/2018. The writer took all of the students as a sample, and they are 20 students belong to the experimental group and 20 students in the control group. In this study, the writer used the vocabulary test consists of 20 items multiple choice covered with the indicator of vocabulary consist of spelling, pronunciation, and meaning. The result of this study, the students could understand spelling, pronunciation, and meaning and they could answer the test vocabulary easily through charades game. In this data, pre-test, and post-test as the research technique of data collection, then followed by analyzing the data using the t-test formula. The level of significance is at 0, 05%, t-test = 2,99 and t-table= 2,02, Alternative Hypothesis (Ha) was accepted and Null Hypothesis (Ho) was rejected. It means that there was a significant difference between the student's pre-test and post-test scores. Thus, the writer concludes that the charades game on the student’s vocabulary affects.
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Hartina, St. "Teachers’ Techniques in Teaching English to Young Learners." Indonesian TESOL Journal 1, no. 1 (March 31, 2019): 78–88. http://dx.doi.org/10.24256/itj.v1i1.538.
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The objectives of this research were to find out the teachers’ techniques in teaching, the problems in teaching and the best teaching techniques used by the teacher in teaching English to young learners at TK Bambini School of Makassar. It applied descriptive qualitative research. The subjects of the research were three kindergarten teachers of TK Bambini School of Makassar. The data were obtained through interview and observation. The data were analyzed based on procedure of data analysis that consisted of the data collection, the data reduction, the data display, and conclusion: drawing/verification. The findings showed that (1) the teachers’ techniques in teaching English to young learners were singing a song, games, presentation practice and production, drilling, demonstration, story-telling, reading aloud, and dictation, (2) the teachers’ problems in applying the certain teaching techniques were learners’ lack of self-confidence, learners’ uncontrollable movement when singing and playing the games, learners’ misunderstanding towards the games rules and the story, learners’ less focus on teachers’ presentation and instructions, learners’ unfamiliarity of the spelling words, learners’ inability to read and write the word or sentences, and the teachers’ difficulty in explaining the lesson and in performing science experiment, (3) the best teaching techniques implemented by the teachers were playing games, demonstration and presentation practice and production.
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Prihandini, Asih, Dadang Sudana, and Eri Kurniawan. "Plurilingual Competence Intervened by Online Games for a Child Living in Multilingual Environment." Proceeding of International Conference on Business, Economics, Social Sciences, and Humanities 2 (December 1, 2021): 463–67. http://dx.doi.org/10.34010/icobest.v2i.306.
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This research aims to analyse the plurilingual competence of English as a foreign language intervened by online games. It is a case study to a child living in multilingual environment. Plurilingualism that is the dynamic and developing linguistic repertoire of an individual language learner becomes something researchable for a child who is studying more than one language and culture in a mulitilingual environment. Online games that have become popular recently give some effects specially relating to the language used by the child. Metalinguistics, a study focusing on the relationship between language factors and non-language factors in society is the theory used to analyse the data. There are some tools used in this research: (1) phonology, (2) syntax, (3) semantics, (4) sociolinguistics. The data are analysed and described qualitatively. Some results obtained are (1) the language background and repertoire of the child are variegated in terms of languages known and degree of competence and (2) the metalinguistics awareness in the child’s first language leads to better results when learning English, especially in the specific context observed, that is on the language used in playing online games. The child has his own competency on the spelling and he has known the meaning of some words he spells for English words used when playing the online games
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Maulana, Mohammad Rizky, Mujahidah Ulfa, and Abdulrahman Tryanti. "A CASE STUDY OF SEVEN ELEMENTARY STUDENTS IN LEARNING LISTENING SKILL THROUGH MOBILE GAMES." Lingua 1, no. 01 (January 28, 2019): 43–51. http://dx.doi.org/10.34005/lingua.v1i01.158.
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This study aims to explore, describe and analyze the use of mobile game application byelementary students to support EFL (English as a Foreign Language) learning particularlylistening skill. In this study, observation and interview are utilized to obtain the data. 8(Eight) Elementary students were participated in this study. Finding shows that studentsuse mobile game application to access content such as listen to English words or sentenceby native speaker and vocabulary. The participants of this study show positive responsetoward the use of mobile game apps in learning English listening skill. They believed thatusing mobile game apps helped them in listening, vocabulary and spelling. As theimplication of this study, it is recommended to use mobile game application for EFLstudents in order to boost their interest in learning English and the apps can be one of bestmedia to teach listening for young learners.
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Silanon, Kittasil. "Thai Finger-Spelling Recognition Using a Cascaded Classifier Based on Histogram of Orientation Gradient Features." Computational Intelligence and Neuroscience 2017 (2017): 1–11. http://dx.doi.org/10.1155/2017/9026375.
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Hand posture recognition is an essential module in applications such as human-computer interaction (HCI), games, and sign language systems, in which performance and robustness are the primary requirements. In this paper, we proposed automatic classification to recognize 21 hand postures that represent letters in Thai finger-spelling based on Histogram of Orientation Gradient (HOG) feature (which is applied with more focus on the information within certain region of the image rather than each single pixel) and Adaptive Boost (i.e., AdaBoost) learning technique to select the best weak classifier and to construct a strong classifier that consists of several weak classifiers to be cascaded in detection architecture. We collected 21 static hand posture images from 10 subjects for testing and training in Thai letters finger-spelling. The parameters for the training process have been adjusted in three experiments, false positive rates (FPR), true positive rates (TPR), and number of training stages (N), to achieve the most suitable training model for each hand posture. All cascaded classifiers are loaded into the system simultaneously to classify different hand postures. A correlation coefficient is computed to distinguish the hand postures that are similar. The system achieves approximately 78% accuracy on average on all classifier experiments.
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Riabovol, Svitlana. "THE PROBLEMS OF VIDEO GAMES TRANSLATION INTO THE UKRAINIAN LANGUAGE." English and American Studies, no. 20 (June 23, 2023): 118–25. http://dx.doi.org/10.15421/382315.
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The study outlines a number of problems faced by the translator when translating video games from the English language into the Ukrainian language. The demand for entertainment software is growing, and at the same time, it is encouraging video game creators to translate more of their products. However, in order to achieve a high level of popularization, the nature of multimedia interactive entertainment software products requires special translation, i.e. localization. Localization of video games is a complex process that is not sufficiently researched to date. The article attempts to determine the nature of the difficulties faced by the translator, such as the choice of translation strategies, the translation of cultural realities, the translation of the comic, and others. Attention is focused on the fact that semantic errors are often made during localization, which in their turn are divided into gross distortion of the original content, inaccuracy and ambiguity, and linguistic errors, among which lexical, grammatical, stylistic, spelling and punctuation errors can be singled out. We conclude that in order to achieve the adequacy of the translation, it is necessary to apply skillfully a number of translation transformations, namely transliteration, transcription, loaning (when translating proper names, names of objects, phenomena, events, localities), as well as search for effective approaches to the adaptation of various cultural aspects and historical features, during which transcreation (creative translation) turns out to be apt.
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Huang, Hong, Han Yu, Wanwan Li, and Jinxuan Ma. "USING TECHNOLOGY ACCEPTANCE MODEL TO ANALYSE THE SUCCESSFUL CROWDFUNDING LEARNING GAME CAMPAIGNS." Information Technologies and Learning Tools 95, no. 3 (June 30, 2023): 25–40. http://dx.doi.org/10.33407/itlt.v95i3.5236.
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Due to the limited opportunities for financial supports to educators, Crowdfunding can be an effective channel to solicit funding sources for educators to develop new learning games. Understanding user perceptions of a successful learning game guided by Technology Acceptance Model (TAM) could help educators to effectively adapt Information Communication Technologies (ICT) in developing more competitive learning games and secure more funding. This study used a user survey to assess the success of Kickstarter-funded learning game projects. Guided by TAM, the study derives eight perceived assessment dimensions, including three Usefulness dimensions: Representation mode, Narrative, Interaction; four Usability dimensions: Learning provision, Skill building, Rules, Assessment; and one Acceptance dimension: Motivation. The analysis of the online assessment survey (n=115) revealed that successful funded learning game projects are focused on usefulness and usability. Users perceived a wider gap between successful and unsuccessful crowdfunding learning games in Learning Provision, Representation Mode, and Skill building. These enable game-based learning strategies by spelling out game rules that support learning provision in skill building, which is reflected in a detailed and in-depth narrative in a coherent representation layout. According to bivariate and multivariate analysis, among all eight dimensions, Representation mode, Interactivity, Skill building, Rules, Narrative and Learning provision are key factors that significantly associate with entrepreneurial success for the learning game development. A crowdfunding learning game TAM based perception evaluation model was developed based on perceived acceptance, usefulness and usability. This study examines the pedagogical aspects of using TAM to analyze crowdfunding learning games to help educators better use ICT to create new learning games that provide more customized, active, and flexible learning experiences, improve feedback and assessment, and increase involvement and access to game development.
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Ghafournia, Narjes. "The Effect of Cooperative and Individualistic Games on Word Spelling: A Study of Young Iranian EFL Learners." International Journal of Languages' Education 1, Volume 4 Issue 3 (January 1, 2016): 258. http://dx.doi.org/10.18298/ijlet.633.
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Mizin, Kostiantyn, and Maryna Shemuda. "INTERACTIVE TECHNOLOGIES OF SITUATION MODELING AND PROCESSING OF DISCUSSION QUESTIONS IN THE PROCESS OF STUDYING A FOREIGN LANGUAGE." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 843 (July 2023): 84–92. http://dx.doi.org/10.31861/gph2023.843.84-92.
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The theoretical foundations of interactive learning, in particular, the peculiarities of the definition of the concepts “interactive learning” and “interactive technology” are examined in the article, the classification of interactive learning technologies is carried out, the stages of development of interactive learning technologies and the criteria for the effectiveness of their application in the educational process are determined. It was found that interactive learning is an organized interaction of education seekers among themselves and the teacher with the learners, which ensures immersion in the work with a certain level of activity of all its participants and contributes to the intensification of communication in the educational process. The author emphasizes that the leading principles of this type of education are: the principle of dialogical interaction, the principle of cooperation and cooperation, the principle of game or training organization of the educational process. The article analyzes such interactive technologies of situational modeling as: role play, language games, dramatization, song-exercises or song-games, the use of which in the process of learning a foreign language improves attention, creativity, memorization processes of learners, increases interest in language learning, stimulates exciting atmosphere of the educational process, activates speech activity, etc. The article also provides examples of the use of role-playing games, puzzle games, lexical, phonetic, spelling and grammar games, game situations for the development of skills and communication skills in a foreign language. Among the interactive technologies, the technology for working out debatable issues, such as the press method, was determined to be effective; change of position; taking a position for or against, the application of which contributes to the search and cognitive activity of the applicants, the development of their self-realization, the disclosure of their creative potential, etc. Examples of the use in foreign language lessons of such interactive technologies for processing debatable issues as verbal duels and discussions in mini-groups are given, the use of which can vary from a simple discussion of a problem to a press conference on specific problems, from role-playing and group games to defending projects.
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Casañ-Pitarch, Ricardo, and Jingtao Gong. "Testing ImmerseMe with Chinese students: acquisition of foreign language forms and vocabulary in Spanish." Language Learning in Higher Education 11, no. 1 (May 1, 2021): 219–33. http://dx.doi.org/10.1515/cercles-2021-2016.
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Abstract The use of video games in the foreign language classroom is becoming an emerging tendency. This paper aims at analysing how the serious video game ImmerseMe influences the learning of Spanish as a foreign language within a group of 22 Chinese students. This research was conducted through an experiment that included testing participants’ progress (group 1) before and after completing a five-lesson plan using the aforementioned video game, this being compared with a group of 26 Chinese students (group 2). Based on the content of the selected lessons, the main purpose of this test was to determine the participants’ initial level and then assess their progress considering the mistakes that they made regarding the word order structure, lexicon, grammar, spelling, and content. The results have shown that all the participants in group 1 progressed in the second test after completing the lessons through ImmerseMe, and their performances were generally better than those of group 2. In conclusion, it seems that the use of serious video games such as ImmerseMe can be a useful tool in the educational field of foreign language learning and teaching.
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Helmanto, Fachri, Annisa Maulida, and Rasikah Apta Rena. "Pendampingan Belajar Calistung dengan Model TGT Berbasis Permainan Monopoli dan Ular Tangga." GENDIS: Jurnal Pengabdian Masyarakat 1, no. 2 (January 5, 2023): 43–48. http://dx.doi.org/10.56724/gendis.v1i2.130.
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This community service is motivated by several problems with the ability to read, write, and count in elementary school students. The purpose of this research is to improve reading, writing, and arithmetic skills. This community service uses the mentoring method. The result of this research is that this mentoring was attended by a total of 29 students. A total of 32 students, 23 children are fluent in reading and 9 children are still spelling. This mentoring was carried out well and received good enthusiasm by the students of SDN Cipicung 05. Calistung Learning Assistance Activities With the Monopoly-Based TGT (Team Games Tournament) Model and Snakes and Ladders Game can be useful to support several things that schools need, namely improving reading, writing skills , and counting for students.
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Yassien, Amal, Mohamed Ahmed Soliman, and Slim Abdennadher. "QuarantivityVR: Supporting Self-Embodiment for Non-HMD Users in Asymmetric Social VR Games." i-com 21, no. 1 (April 1, 2022): 55–70. http://dx.doi.org/10.1515/icom-2022-0005.
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Abstract The prevalence of immersive head-mounted display (HMD) social virtual reality (VR) applications introduced asymmetric interaction among users within the virtual environment (VE). Therefore, researchers opted for (1) exploring the asymmetric social VR interaction dynamics in only co-located setups, (2) assigning interdependent roles to both HMD and non-HMD users, and (3) representing non-HMD users as abstract avatars in the VE. Therefore, we investigate the feasibility of supporting Self-Embodiment in an asymmetric VR interaction mode in a remote setup. To this end, we designed an asymmetric social VR game, QuarantivityVR, to (1) support sense of self-embodiment for non-HMD users in a remote setting by representing them as realistic full-body avatars within the VE, (2) augment visual-motor synchrony for the non-HMD users to increase their sense of agency and presence by detecting their motion through Kinect sensor and laptop’s webcam. During the game, each player performs three activities in succession, namely movie-guessing, spelling-bee, and answering mathematical questions. We believe that our work will act as a step towards the inclusion of a wide spectrum of users that can not afford full immersion and will aid researchers in creating enjoyable interactions for both users in the physical and virtual spaces.
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Tamtama, Gabriel Indra Widi, Paulus Suryanto, and Suyoto Suyoto. "Design of English Vocabulary Mobile Apps Using Gamification: An Indonesian Case Study for Kindergarten." International Journal of Engineering Pedagogy (iJEP) 10, no. 1 (January 27, 2020): 150. http://dx.doi.org/10.3991/ijep.v10i1.11551.
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English is essential for children because it is an international language that is al-ways used in various fields, both in the world of work, education, economics, and social. One method of learning for children is by playing while learning. Gamification in the field of education is an educational approach to motivate stu-dents to enjoy learning by applying the game design. The purpose of this study is to approach the learning of English, specifically for children in kindergarten schools so that children will be more interested and feel happy to continue learning. The gamification method uses a mobile phone-based application with video games. Gamification in question is an English language recognition game for children with games. The introduction of English includes three categories, namely numbers, pictures, and spelling. The result is a mobile-based application that can be used by children to play the introduction of English with the concept of gamification. With the existence of gamification, the conception of children who were initially afraid to learn English became brave and more confident. The contribution given through this paper is to motivate children's willingness to learn English through other learning methods, namely gamification. Make children feel comfortable and not afraid to learn new things, especially English.
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Prishchepova, I. V. "Overcoming Disorthography of Primary Schoolchildren with General Speech Underdevelopment." Russian language at school 81, no. 3 (May 21, 2020): 46–51. http://dx.doi.org/10.30515/0131-6141-2020-81-3-46-51.
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The article discusses mechanisms of various kinds of disorthography (conditioned by the underdevelopment of morphological, phonemic and graphical bases of orthographic activity) in schoolchildren with general speech underdevelopment. It offers basic methodology and techniques to correct disorthography conditioned by inadequate child acquisition of phonemic, traditional principles of orthography and principles of graphics. A systematic work on the development of psychological and language components of this type of learning activity coupled with oral speech disorder overcoming facilitates successful acquisition of program requirements by such children. The following methods were used: practical (exercises, modelling, construction, schematization, games), visual (observation, image study, image and practical activity results demonstration, stimulus material demonstration), verbal methods (conversation, narration, method of language analysis and synthesis, grammar and orthographic tasks solution). The article covers the results of many years of positive experience in the correction of various types of disorthography of primary schoolchildren with general speech underdevelopment. Formation of grammatical and orthographic activity, the basics of speech and language competences, Russian language academic performance increase are prerequisites of linguistic personality development and child self-development. The practical importance of the research lies in the development and testing of methods of disorthography correction of children with general speech underdevelopment. The given methodology helps to improve their spelling skills and allows to carry out a purposeful and controlled formation of spelling activity. The results can be used in the work of speech therapy centers and educational establishments which carry out inclusive students’ education.
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Nisa, Khairun. "Quizizz as Indonesian Learning Media During The COVID-19 Pandemic." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (January 3, 2022): 106–13. http://dx.doi.org/10.24036/icolp.v1i1.27.
Full textAbstract:
During the COVID-19 epidemic, this research aimed to improve students' fundamental Indonesian knowledge using Quizizz as a game-based learning tool. Description qualitative research technique. The study sample consisted of 33 students from the first semester of the Indonesian Language and Literature Education Study Program. The research instrument is multiple-choice questions about standard and non-standard words and Indonesian writing, which is included in the quizizz website. The data analysis technique was carried out in four stages; 1) data collection, data reduction; data presentation; and concluding. Based on the analysis results, it was found that the quizizz learning media in learning Indonesian can increase student interest in learning and is very effective in increasing knowledge of writing or spelling Indonesian and standard Indonesian grammar. Quizizz also prepares lecturers and students for global education expectations. Online interactive games can help enhance language education and boost digital literacy among the youth, both of which are essential for the fourth industrial revolution.
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Karima, Raisa, and Farida Kurniawati. "Kegiatan Literasi Awal Orang Tua pada Anak Usia Dini." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 1 (June 25, 2020): 69–80. http://dx.doi.org/10.14421/al-athfal.2020.61-06.
Full textAbstract:
This research was conducted to determine the initial literacy activities carried out by parents, family members, and caregivers at home. The research method used for this study is a systematic review that is implemented by capturing articles concerned in the research topic published between 2009–2019 through two electronic search engines, Science Direct and Sage Journals. Furthermore, article extractions were carried out to filter out articles that were relevant to the research question (n = 9) with five articles with mother-child participants, 1 article with caregiver-child participants, and three articles with mother or father-child participants. Data analysis in this study is done by narrative synthesis analysis. The results of this study show several activities, i.e., shared reading or book reading, grocery games, writing letters, spelling, drawing pictures, and writing spontaneously. The most popular activity is the shared reading or reading book, which has more impact on the type of book and parent involvement. Limitations and recommendations for future research are discussed in this paper.