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Journal articles on the topic 'Teaching the game'

Author: Grafiati

Published: 10 September 2021

Last updated: 29 July 2025

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1

Liu, Min-Min. "On “Game teaching and game teaching”." Journal of Education Insights 2, no. 4 (2024): 0. https://doi.org/10.37155/2972-4856-0204-3.

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2

Huang, Arthur, and David Levinson. "To Game or Not to Game: Teaching Transportation Planning with Board Games." Transportation Research Record: Journal of the Transportation Research Board 2307, no. 1 (2012): 141–49. http://dx.doi.org/10.3141/2307-15.

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3

Lin, Heng-Sheng, Chih-Yun Chiang, Cheng-Wei Huang, Chao-Cian Wu, and Shuo-Jun Hong. "From Gamer to Game Designer." International Journal of Game-Based Learning 15, no. 1 (2025): 1–38. https://doi.org/10.4018/ijgbl.371418.

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Taiwanese students learn Chinese from 3 years old using Bopomofo (Zhuyin Fuhao), but they still struggle with spelling and reading, even in middle school. Thus, we guided students still struggling to read Chinese text to use their logical skills and creativity to incorporate the Bopomofo phonetic alphabet into the Rummikub strategy board game. Over six weeks of tutoring, the students shifted from a passive to an active learning attitude, enhancing their enthusiasm for learning. The Zhuyin Fuhao Rummikub board game developed by them received positive feedback in several areas: game experience (

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4

Haro Chico, Norma Graciela. "Game mechanics in teaching for teaching." Polo del Conocimiento 9, no. 10 (2024): 2350–61. http://dx.doi.org/10.23857/pc.v9i10.8243.

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El presente trabajo se fundamenta en una propuesta didáctica en gamificación como estrategia de enseñanza para la asignatura de Historia, con el fin de brindar al personal docente un enfoque hacia la aplicación de esta estrategia como respuesta a las problemáticas que se presentan en las clases al momento de contar con una metodología tradicionalista continua. El cambio metodológico constituye para el docente la superación de los enfoques lineales tradicionales, por ello se expone la importancia de innovar la metodología de enseñanza con actividades que motiven y promuevan la formación integra

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deHaan, Jonathan. "Game loops, Game design loops, Game Terakoya loops and Ludic Language Pedagogy loops." Ludic Language Pedagogy 4 (January 17, 2022): 1–13. http://dx.doi.org/10.55853/llp_v4pg1.

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What is this? An exploration of well-designed games, game design “best practices,” solid steps in my Game Terakoya teaching, and straightforward questions for other teachers using games. I’ll loop back again and again ;) in this paper to the central concept of “loops:” sequences or systems that repeat and vary to different educational or entertaining effects. Why did you make it? I read and think a lot about games and game design. I also spend a lot of time designing and improving my teaching. I noticed the connections and wanted to create something that would help other teachers think about t

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Hrehovcsik, Micah M. "Teaching "Applied" Game Design." International Journal of Multimedia and Ubiquitous Engineering 9, no. 11 (2014): 243–54. http://dx.doi.org/10.14257/ijmue.2014.9.11.24.

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7

Žuffová, Zuzana, and Ludmila Zapletalová. "Efficiency Of Different Teaching Models In Teaching Of Frisbee Ultimate." Acta Facultatis Educationis Physicae Universitatis Comenianae 55, no. 1 (2015): 64–73. http://dx.doi.org/10.1515/afepuc-2015-0008.

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Abstract The aim of the study was to verify the efficiency of two frisbee ultimate teaching models at 8-year grammar schools relative to age. In the experimental group was used a game based model (Teaching Games for Understanding) and in the control group the traditional model based on teaching techniques. 6 groups of female students took part in experiment: experimental group 1 (n=10, age=11.6), experimental group 2 (n=12, age=13.8), experimental group 3 (n=14, age =15.8), control group 1 (n=11, age =11.7), control group 2 (n=10, age =13.8) and control group 3 (n=9, age =15.8). Efficiency of

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Reyes, Miguel, and Agueda Mata. "Games developed in Java for teaching "Combinatorial Game Theory"." ACM SIGCSE Bulletin 40, no. 3 (2008): 359. http://dx.doi.org/10.1145/1597849.1384401.

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9

Robison, Alice J. "The Design is the Game: Writing Games, Teaching Writing." Computers and Composition 25, no. 3 (2008): 359–70. http://dx.doi.org/10.1016/j.compcom.2008.04.006.

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10

Martin, Erica. "Tips for Teaching: The Brain Game." Bulletin for the Study of Religion 43, no. 3 (2014): 39–46. http://dx.doi.org/10.1558/bsor.v43i3.39.

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Many common teachings strategies reward in-the-moment participation over a pause for deliberation, putting introverts at a disadvantage. Rectifying this imbalance requires us as educators to be aware of the inherent differences between the brains and processing mechanisms of introverts and extroverts, and to develop teaching tools designed to produce the best results for all students in our classrooms.

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Waring, Michael, and Len Almond. "Game-Centred Games- A Revolutionary or Evolutionary Alternative for Games Teaching?" European Physical Education Review 1, no. 1 (1995): 55–66. http://dx.doi.org/10.1177/1356336x9500100106.

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12

Le, Huy Cuong, and Thi Huong Giang Nguyen. "Designing Digital Educational Games by Integrating Teaching Process into the Technology Platform of Entertainment Games." International Journal of Current Science Research and Review 07, no. 03 (2024): 1479–88. https://doi.org/10.5281/zenodo.10799084.

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Abstract : This study presents a method for designing Digital Educational Games (DEGs) that integrates educational content with entertainment game technology. The purpose is to create engaging learning experiences by leveraging theories of learning, emotion, and motivation. Methodology includes selecting popular entertainment games and incorporating educational objectives to enhance both learning and gameplay. This design has been applied into teaching Soft Skills according to the game based learning approach. This application was evaluated to find the effectiveness of this proposal and the wa

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13

Liu, Junling, and Yawen Zhang. "Study of the Application of iPad-based Digital Learning Games in English Game Teaching in the Primary School." International Journal of Online Engineering (iJOE) 11, no. 9 (2015): 77. http://dx.doi.org/10.3991/ijoe.v11i9.5070.

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Game teaching can promote children's cognitive development, emotional development and social participation. This paper bases its analysis on features digital learning English games and feasibility of such games in English game teaching, and proposes an iPad-based two-dimensional target system for game teaching, and layout for teaching plan and teaching practice. English game teaching in Grade 3 is taken as an example where setting deployment, resource synchronization, skill training and class application are described in detail aided with case study. Finally, application effect and common prob

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Meriläinen, Mikko, Riikka Aurava, Annakaisa Kultima, and Jaakko Stenros. "Game Jams for Learning and Teaching." International Journal of Game-Based Learning 10, no. 2 (2020): 54–71. http://dx.doi.org/10.4018/ijgbl.2020040104.

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Game jams are intensive events focusing on creation. Their popularity and visibility have soared in recent years. The phenomenon has attracted the attention of scholars interested in education and learning, and the potential of game jams has been studied in various ways. Increasingly, game jams have come to be viewed as a site for learning. They are seen as activities for developing technical skills needed for digital game development, developing so-called soft skills such as collaboration and communication skills and as a way to teach and learn science, technology, engineering, arts, mathemat

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Isakulova, Bakhtigul Khadjamovna. "TEACHING A FOREIGN LANGUAGE THROUGH DIDACTIC GAMES TO PRESCHOOLERS." GOLDEN BRAIN 1, no. 11 (2023): 234–39. https://doi.org/10.5281/zenodo.7865795.

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<em>The main components of any didactic game are the didactic and game task, game rules and actions, the result and didactic material. In some didactic games, there may be a plot and a role. The goal of the article is to clarify the importance of some didactic game techniques used in teaching FL to preschoolers.</em>

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Shi, Xiaoying. "The Problems and Countermeasures of Game Teaching Method in the Application of Primary School Chinese Language Teaching." Philosophy and Social Science 1, no. 3 (2024): 42–47. http://dx.doi.org/10.62381/p243308.

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Game based teaching method is an important method in primary school Chinese language teaching. Teaching in the form of games not only enhances the learning enthusiasm and enjoyment of primary school students, but also completes the transmission or construction of knowledge during the game process. Due to the certain teaching difficulty of game based teaching method, its application in primary school Chinese language teaching is also prone to some problems, mainly including deviating from subject content, wasting teaching time, dampening student enthusiasm, inability to think deeply, and lack o

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Gee, James Paul, and Amy Price. "Game-Design Teaching and Learning." Strategies 34, no. 3 (2021): 35–38. http://dx.doi.org/10.1080/08924562.2021.1896928.

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18

Pill, Shane. "Teaching Game Sense in Soccer." Journal of Physical Education, Recreation & Dance 83, no. 3 (2012): 42–52. http://dx.doi.org/10.1080/07303084.2012.10598746.

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19

Linhoff, Joe, and Amber Settle. "Teaching game programming using XNA." ACM SIGCSE Bulletin 40, no. 3 (2008): 250–54. http://dx.doi.org/10.1145/1597849.1384338.

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20

Kortemeyer, G. "Game Development for Teaching Physics." Journal of Physics: Conference Series 1286 (August 2019): 012048. http://dx.doi.org/10.1088/1742-6596/1286/1/012048.

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Kortemeyer, G. "Game development for teaching physics." Journal of Physics: Conference Series 1512 (April 2020): 012024. http://dx.doi.org/10.1088/1742-6596/1512/1/012024.

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22

HEMENWAY, DAVID, ROBERT MOORE, and JAMES WHITNEY. "TEACHING TOOLS: THE OLIGOPOLY GAME." Economic Inquiry 25, no. 4 (1987): 727–30. http://dx.doi.org/10.1111/j.1465-7295.1987.tb00776.x.

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23

Yolac, Ahu. "Teaching Intentionality through Game Jams." Visual Arts Research 49, no. 2 (2023): 86–101. http://dx.doi.org/10.5406/21518009.49.2.08.

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Abstract This article addresses game jams and similar events as pedagogical opportunities where critical learning outcomes can be generated through making. The article starts with a definition of game jams, how they are structured, and the communities around them. Then, it highlights intentional art and design practices that can be implemented in game jams and similarly structured fast-paced making practices. That is followed by how educators can leverage game jams further to implement these informal learning outcomes in a structured manner, which is exemplified through a study conducted by th

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24

Taiyrkyzy, A. "Innovative methods of teaching writing in English using game elements." Bulletin of Dulaty University 16, no. 4 (2024): 52–58. https://doi.org/10.55956/fawg5249.

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This scientific article examines the effectiveness of innovative methods of teaching writing in English using game elements. The article explores how games on word writing, story building, grammar exercises, modern programs and other game activities increase students ' writing skills and motivation to learn English. The results show that the introduction of game elements in teaching writing in English not only makes the learning process more interesting, but also leads to a deeper understanding and memorization of the material. Overall, this study shows the potential for using game elements in

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25

Barlow, Angela T. "Sharing Teaching Ideas: Reviewing Made Fun!" Mathematics Teacher 95, no. 2 (2002): 98. http://dx.doi.org/10.5951/mt.95.2.0098.

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The purpose of this article is to share a review game that has successfully prepared students for tests and quizzes. Part of the success of this game lies in its ability to involve everyone in working problems. Adding to this success is the fact that most students enjoy playing the game. The game has been played by mathematics classes ranging from the middle school level to high school. A description of the setup and the rules for the game follow.

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26

Guan, Yingrong, Yaoyu Qiu, Fang Xu, and Jifu Fang. "Effect of Game Teaching Assisted by Deep Reinforcement Learning on Children’s Physical Health and Cognitive Ability." Mobile Information Systems 2022 (October 11, 2022): 1–12. http://dx.doi.org/10.1155/2022/6150261.

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In order to strengthen children’s physical health and cognitive ability, further promote the development of children’s teaching, and strengthen the promotion and application of game teaching in children’s teaching, this paper takes game teaching under learning guidance as the research basis. First, combined with relevant information on children’s teaching practice in China and foreign countries, teaching practice is carried out from the aspects of preparation, process, analysis and evaluation, reflection, and so on. Second, the questionnaire method, interview method, and observation method are

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27

Jinjin, Ren, and Xiao Hui. "Research on the Application of Adversarial Game Teaching in Primary School Football Teaching." Journal of Medicine and Physical Education 1, no. 3 (2024): 65–68. http://dx.doi.org/10.62517/jmpe.202418312.

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This paper discusses the application and effects of adversarial game teaching method in primary school football teaching, and provides references for the reasonable development of adversarial game in primary school football teaching. This paper uses literature review, experimental research, questionnaire survey, data statistics, logic analysis and other research methods to study some students in the Kaifeng Two Division Attached Elementary School. The results indicate that the 12 weeks adversarial game teaching method is not superior to conventional teaching methods in improving student physic

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28

Guo, YiFang. "Game Teaching Method and its Influence on Children's Chinese Learning." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 1 (2024): 35–42. http://dx.doi.org/10.60027/ijsasr.2024.3572.

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Background and Aims: This article delves into the pedagogical method of game teaching in the context of Chinese language education for children in the Xinjiang region of China. Rooted in the historical context of game teaching, which has its origins dating back to the 19th century with educators like Froebel, the study explores the impact of game-based teaching on children's Chinese language learning. Methodology: The research combines literature analysis and field research, involving 150 students and teachers. Key findings include high student participation in game-based teaching, teachers' s

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Thi Kim Oanh, TRAN, and NGUYEN Huu Duc. "DESIGNING GAME AND ORGANIZING TEACHING THROUGH GAMES FOCUSED ON TEACHING INFORMATICS IN GENERAL EDUCATION." Vinh University Journal of Science 53, Special Issue 2 (2024): 233–41. http://dx.doi.org/10.56824/vujs.2024.htkhgd23.

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To ensure that teaching approaches students' qualities and abilities, the use of a variety of active teaching methods that are appropriate to the characteristics of the subject and the age of the students is extremely important. With some outstanding characteristics of Gen Z (born from 1997 to 2012), Gen Alpha (born from 2013 to 2028), which are generations born in the era of Information Communications Technology (ICT), Internet and social networks, the use of teaching methods through games is effective. Informatics is a subject that both provides knowledge and trains thinking skills and ICT a

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30

O'Roark, Brian, and William Grant. "Games superheroes play: Teaching game theory with comic book favorites." Journal of Economic Education 49, no. 2 (2018): 180–93. http://dx.doi.org/10.1080/00220485.2018.1438861.

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31

Hartini, Ayu, and Wulan Tripuspita. "TEACHING SPEAKING USING SHAKE CHOPSTICKS GAME." PROJECT (Professional Journal of English Education) 2, no. 1 (2019): 46. http://dx.doi.org/10.22460/project.v2i1.p46-51.

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This study was conducted to improve speaking skill of the first grade at SMP N 1 Pangkalan. The game was proposed in the teaching of speaking, because that is attracting and interesting, especially for students' speaking skill. The improvement of the students' score can be seen in the increased of the students' speaking from the preliminary study (pre-test) and the score after the implementation (post-test) of the teaching speaking using shake chopsticks game. This research used a pre-experiment method by using one group pre-test and post-test design. The subject of this research were VII stud

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Wang, Yang, and Qingtang Liu. "Effects of Game-Based Teaching on Primary Students' Dance Learning." International Journal of Game-Based Learning 10, no. 1 (2020): 19–36. http://dx.doi.org/10.4018/ijgbl.2020010102.

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The article explored the effects of game-based teaching on primary student dance teaching and learning. Two semesters of dance teaching and learning conducted by the same teacher were analyzed. In the first semester, the teacher taught dance in a traditional way. In the second semester, the teacher taught dance with a serious game in the teaching design and implementation. Results indicated that the use of the serious game improved teacher and students co-engagement in the teaching activities. It enhanced classroom interactions and student learning satisfaction, as well as the teacher's seriou

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Hukom, Salmon J. "BOARD RACE GAME AS AN ALTERNATIVE STRATEGY IN TEACHING VOCABULARY." JURNAL TAHURI 18, no. 2 (2021): 49–55. http://dx.doi.org/10.30598/tahurivol18issue2page49-55.

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Like other components of language in teaching, vocabulary needs special teaching strategy from teacher in order to make the students enrich the number of their vocabulary. This paper aims to discuss board race game as an alternative teaching strategy of vocabulary. Many experts and researchers have conducted studies about this game in teaching vocabulary and the results show significant improvement toward the enrichment of vocabulary after implementing board race game. The board race game has exciting steps in which they can encourage the students to become more active in teaching vocabulary.

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Jančič, Polona, and Vlasta Hus. "Teaching Social Studies With Games." International Journal of Game-Based Learning 8, no. 2 (2018): 68–79. http://dx.doi.org/10.4018/ijgbl.2018040106.

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Social studies is a class students encounter in the fourth and fifth grades of primary school in Slovenia. It includes goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, aesthetics, and ecology. Among other didactic recommendations in the national curriculum for teaching, social studies include experiential learning with games. Game-based learning enables an optimal learning environment for students. The purpose of this article is to examine representation of games in social studies in primary school. The research sample consisted of 290 s

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Prihandini, Rafiantika Megahnia, Susi Setiawani, and Orel Revo Sackhi Usdelivian. "THE DEVELOPMENT OF ICT-ASSISTED EDUCATIONAL MATH GAME “GAMA” WITH CONTEXTUAL TEACHING LEARNING APPROACH." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 11, no. 3 (2023): 173. https://doi.org/10.26858/jdm.v11i3.36924.

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Educational math game creates a fun learning experience for students. Following this rationale, this research-and-development study aims to elaborate on the process of developing ICT-assisted instructional media named “GAMA”, an educational math game tailored to Contextual Teaching Learning approach. We analyzed the feasibility of the game media to support the instruction on the concept of numbers at the first grade of elementary education. The subjects of this research were the first-grade elementary school students. The study applied the ADDIE development model consisting of five stages with

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36

Ruisi, Wang. "A Survey on the Application of Game Teaching Method in English Teaching of Primary School: A Case Study of a Primary School in Our Local City." Education, Language and Sociology Research 4, no. 3 (2023): p104. http://dx.doi.org/10.22158/elsr.v4n3p104.

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The game based teaching method is specifically aimed at assisting English teaching, communicating in English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, primary school students lack a certain language environment for English learning and do not have a true understanding of English learning. Therefore, English teachers should use games to mobilize students’ enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ development. However, there are still many problems with game teaching methods in English teac

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Naemi Far, Raziyeh, Marzieh Balali, and Shahab Parvinpour. "Determining and Comparing the Effectiveness of Teaching Game for Understanding, Sports Teaching and Their Combination on Decision-Making Performance in the Football Game of Students." Journal of Psychological Dynamics in Mood Disorders 2, no. 4 (2023): 91–100. https://doi.org/10.61838/kman.pdmd.2.4.10.

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One of the important functions in the football game is the decision-making function, which should be improved and promoted. Therefore, the current research was conducted with the aim of determining and comparing the effectiveness of teaching game for understanding, sports teaching and their combination on the decision-making performance in the football game of students. The present research method was semi-experimental with a pre-test and post-test design without a control group. The statistical population of this study was all male students aged 10 to 12 years in Tehran city in the fourth to

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Li, Weidong, Xiuye Xie, and Huanyu Li. "Situated Game Teaching Through Set Plays: A Curricular Model to Teaching Sports in Physical Education." Journal of Teaching in Physical Education 37, no. 4 (2018): 352–62. http://dx.doi.org/10.1123/jtpe.2018-0001.

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Guided by Situated Learning theory, the purpose of this article is to propose an extension to existing game-centered curricular models, named Situated Game Teaching through Set Plays (SGTSP). This proposed model fills in the gaps in the literature on game-centered curricular models by theorizing the concept of game scenarios/match conditions in the coaching literature for physical education, utilizing Situated Learning theory as a theoretical framework to systematically develop a curricular model, and conceptualizing and operationalizing the stimulus-response selection and execution or if–then

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Dilovski, Vladimir. "GAMES IN ARTISTIC TEXT – BASIS FOR THE GAME IN LITERARY EDUCATION." Годишник на Шуменския университет. Факултет по Хуманитарни науки XXXIIIA, no. 1 (2022): 352–61. http://dx.doi.org/10.46687/rise6029.

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The article presents a problem from a larger study of the role of play in the literary text and in the teaching of literature. Examining the playful nature of literature, it proves the need and possibilities to explain and understand it again with the help of play in its teaching methodology.

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Kopyshynska, Oksana. "Implementation of interactive teaching methods in the teaching of forestry disciplines." Scientific Journals of the International Academy of Applied Sciences in Lomza 94, no. 2 (2024): 58–64. https://doi.org/10.58246/emj41h96.

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The introduction of interactive methods of training (business game) in the educational process in the teaching of forestry disciplines in the specialty 205 Forestry (OPP "Forestry") in the Malyn Applied College is highlighted. Conducting a lesson in the form of a business game will increase the motivation of cognitive activity of educational applicants, will form the need for self-study, self-development, the ability to self-identify in educational activities.

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41

Martyniuk, Stephanie Veronica. "Game On!—Teaching Video Game Studies in the Arts Classroom." Art Education 71, no. 3 (2018): 14–19. http://dx.doi.org/10.1080/00043125.2018.1436325.

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Li, ByYilin, and Weidong Li. "Developing Students’ Game Competence: Situated Game Teaching through Set Plays." Strategies 36, no. 1 (2023): 31–39. http://dx.doi.org/10.1080/08924562.2022.2146962.

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43

Petranka, T. Ivanova. "Kahoot in English language teaching." Proceedings College - Dobrich XIII (December 23, 2021): 15–28. https://doi.org/10.5281/zenodo.6378978.

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The paper aims at reviewing an opportunity for checking students’ knowledge of English in an amusing way. Among the great number of platforms, Kahoot has a significant role as a means of tests composing in the form of games. Teachers can choose the material to be practiced or tested with the game and the type of the game itself. The present work considers step by step the development of three short tests on lexis studied in the seminars. Also, it depicts the stages of the games played in an online environment. Furthermore, the results of the questionnaire distributed after testing the ga

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Geng, Zishuo. "Exploring the Organic Integration of Games and English Education in Upper Primary School." Lecture Notes in Education Psychology and Public Media 19, no. 1 (2023): 21–26. http://dx.doi.org/10.54254/2753-7048/19/20231351.

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Game-based teaching is a proven teaching method, and it has received widespread attention in recent years. However, its promotion and application has not been as successful as it should be. Another major aspect here, in addition to the basic principles and game play that need to be met by game-based teaching itself, is that it is constrained by objective conditions. Based on an analysis of the current constraints on games, this study presents the ideological underpinnings of game-based teaching and proposes some specific game scenarios that are consistent with the principles of game-based teac

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45

de Paula, Bruno. "Game instructors as cultural workers: Dialogic teaching and intercultural games higher education." Journal of Gaming & Virtual Worlds 16, no. 3 (2024): 369–86. https://doi.org/10.1386/jgvw_00110_1.

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In this article, I discuss the potential that a dialogic approach to teaching game (design) in an intercultural postgraduate classroom in UK higher education can have to unsettle limited and universalist models to engage with video games. Through reflections on my own teaching practice, supported by interviews with former students who undertook my course in the period between 2019 and 2022, I argue that game educators can be understood as cultural workers, as suggested by Paulo Freire. This argument is supported by the concept of game literacies and Freirean critical pedagogies, more specifica

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46

Vanany, Iwan, and Ahmad Syamil. "Teaching Supply Chain Management Using an Innovative Practical Game." International Journal of Information Systems and Supply Chain Management 9, no. 4 (2016): 82–99. http://dx.doi.org/10.4018/ijisscm.2016100105.

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This paper presents a new practical game which helps undergraduate students to understand how the concept of supply chain management (SCM) works. The game uses a simple supply chain structure incorporating three entities of the supply chain: supplier, plant, and customer. The game employs a set of toy building blocks such as LEGO® blocks and has the rules of the game, responsibility of each player, product descriptions and bill of materials. This competitive game is used supply chain cost as the measuring to determine the winner team of the game and the Bloom's taxonomy as guidelines to develo

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Zheng, Yue. "3D Course Teaching Based on Educational Game Development Theory – Case Study of Game Design Course." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (2019): 54. http://dx.doi.org/10.3991/ijet.v14i02.9985.

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With the rapid development of information technology, 3D game technology also has developed gradually. Virtual reality technology is developing at a fast speed, too. At present, virtual teaching method of game design in software engineering major may be caught in the unfavorable situation where “teachers do not respect it and students’ learning motivations differ a lot”. Meanwhile, students may be easily influenced by nonintellectual factors such as emotion, hobby and will, and develop many harmful learning habits such as indifference to standards of game development procedure, which to certai

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48

Nirmala, Dea Ayu. "USING TMM (TALK A MILE A MINUTE) GAMES IN TEACHING STUDENTS’ SPEAKING SKILL TO THE TENTH GRADE STUDENTS OF SMK PSM 2 KAWEDANAN MAGETAN IN THE SCHOOLING YEAR 2013/2014." English Teaching Journal : A Journal of English Literature, Language and Education 4, no. 2 (2019): 89. http://dx.doi.org/10.25273/etj.v4i2.4432.

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Abstract:

The purposes of the research are to describe the procedure of the uses of TMM game, to identify the advantages of using TMM game, and to know disadvantages of using TMM (Talk a Mile a Minute) game in teaching students’ speaking skill. The result of the research shows that the applications of TMM (Talk a Mile a Minute) game can make students easier in understanding the lesson in speaking skill. The procedure of talk a mile a minute game in activity of teaching speaking by using talk a mile a minute game for the tenth grades at SMK PSM 2 Kawedanan, Magetan at in schooling year of 2013/2014 is ap

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49

Brinkhuis, Matthieu, Wessel Cordes, and Abe Hofman. "Governing games Adaptive game selection in the Math Garden." ITM Web of Conferences 33 (2020): 03003. http://dx.doi.org/10.1051/itmconf/20203303003.

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Utilizing online digital educational content has become the norm when teaching young students. A variety of adaptive educational practice sys- tems is readily available and allows students to practice various domains, on a preferred difficulty and pace. However, due to the intensification of the teaching profession and the possibilities of practicing from home, students might be left unsupervised, and as a result do not practice domains that are most important. This study proposes a solution to govern these students, i.e., provide comput- erized data driven supervision that guides students in

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50

I., Kostikova. "LANGUAGE GAMES IN TEACHING ENGLISH." Теорія та методика навчання та виховання, no. 43 (May 8, 2018): 174–84. https://doi.org/10.5281/zenodo.1243599.

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In the article the theoretical underpinnings of efficiency of using language games in teaching English are shown. The complex of theoretical methods was drawn in the research: comparative analysis of methodical sources with the purpose of determination the state of developed research problem; analysis of didactical sources as for the integration language games to the process of teaching English; systematization of different researchers’ views as for classification the language games. The basic results of the article are determination the definition of "game", the advantages of

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