초등학교 영어과 게임의 효과에 관한 메타분석

Abstract

Objectives The effects of individual studies on using games in elementary school English classes are synthesized to confirm or deny the individual result against the average effect sizes. Recommendations follow for the design of games in elementary school English classes using an optimal combination of modulated variables. Methods Twenty domestic academic publications in the subject of English education made up the set of papers to be examined. The data were arranged in Excel, and the effect size was determined using the meta-analysis program CMA. According to the composition time and type of the game, organizational form, and the 2022 updated curriculum, the results of comparing and assessing the effects of elementary school English curriculum games were separated into knowledge-understanding, process-function, and value-attitude categories. Results The benefits of learning new words have been established in terms of knowledge and comprehension. In terms of process and function, understanding was more important than expressing, and in terms of value and attitude, interest was more important than attitude and confidence. Regarding the length of the game's configuration, utilizing it for the entire 40 minute class was more efficient than using it only in part (about 10 to 30 minutes). The use of online games, followed by bingo and cards, has the biggest impact in terms of game types. Group sessions, followed by individual and paired tasks, had the most positive impacts on game organization. Conclusions Textbook analyses on attention level improvement(Lee, Jung-Hyeon & Ihm, Hee-Jeong, 2014; Jang, Jin-Kyung & Lee, Seong-Won, 2014; Kim, Sung-Shin & Boo, Kyung-Soon, 2009; Choi, Hye-Wook, 2006), game types(Eun, Ji-Seon & Lee, Je-Young, 2018; Hwang, Hui-Jae, 2006), and pair impact studies(Han, Mi-Yun & Kim, Hye-Ryun, 2014) are only a few examples of the individual or textbook analysis studies that may be seen in earlier research. These individual studies presents limitations to understand the full impacts of using games to teach English in elementary school despite the fact that these researches are significant as individual studies. By synthesizing the results of previous experimental studies, this study comprehensively examined the effects of knowledge, understanding, process function, and value attitude according to the 2022 revised curriculum. An additional significant conclusion was attained as to how the effects of games are varied depending on categories like organization type, duration and types of games in elementary school English classes.