Game-based Tasks Research Articles

Education for Sustainability Through Field Activities and Game-Based Tasks

Abstract There is a consensus that the content of education for sustainability should be integrated into the curriculum, engaging students in activities that promote awareness and practice of sustainability. To achieve this goal, it is essential to adopt a student-centered approach that involves creative, stimulating, and challenging activities. This research reports a case study in which 8th grade students had the opportunity to develop these types of activities. Field activities were conducted on a local river combined with a game-based task focused on the role of benthic macroinvertebrates in ecosystems. These activities enabled collaborative learning and the social construction of knowledge, which are pivotal for more sustainable education. It should be noted that students learned how to collect, observe, describe, organize, and classify species to make inferences about water quality. The main issue we intended to address was how to improve and integrate scientific activities into the students’ curriculum to foster a more sustainable education. The specific research questions were put forward: a) Do the implemented activities instigate collaboration for a more sustainable education? b) Do the implemented activities increase scientific curiosity and develop critical thinking and attitudes? c) Do the implemented activities increase students’ knowledge concerning aquatic resources, such as benthic invertebrates? The results confirmed the important role of student-centred activities, in this particular case fieldwork and game-based tasks, in the development of knowledge and scientific thinking skills, which could be scaffolded through feedback, rewards and flow states. This study provides a more holistic perception of local river ecosystems, their role in improving environmental attitudes, and promoting a more sustainable science education.

Technology-Mediated Pragmatics Instruction: Learning Request-Making Through Game-Based Tasks in L2 Learners

This study investigates the impact of technology-mediated pragmatic teaching on L2 learners. Through task-based games, we explored how to instruct English learners in China to learn the speech act of request-making. The game in this study showcases several scenarios to players, including virtual conversations between learners and professors, employers, and friends on a virtual American campus. 105 undergraduate students from a university in China participated in this study, covering 10 virtual request scenarios. They are supposed to choose the most appropriate expression in the context presented in the text and video. According to their choice, the corresponding video of the game will display real-time feedback from the interlocutor, which is the authentic reaction and consequence of the learner’s selection, that is, the other party’s response to the request, such as happily accepting, reluctantly accepting, or refusing the request. The results indicate that in game-based teaching, learners gain much more productive knowledge than receptive knowledge. The participants improved their productive knowledge of making requests after playing the game and maintained this gain at delayed post-tests, but their receptive knowledge remained almost unchanged. In addition, metapragmatic knowledge is positively correlated with the participants’ learning outcome of request-making.

Build It! The Rectangle Game

Discover technology-enhanced, game-based tasks and student generalizations.

Significant Experiences of Grade 7 STE Students in Utilizing DOST Science Courseware

To determine the significant experiences of Grade 7-Science Technology and Engineering (STE) class in science learning regardless of profile in times of the COVID-19 pandemic, Department of Science and Technology (DOST) Science courseware was utilized in this study. Specifically, this study aimed to: (1) know the demographic profile of the students (2) identify the most essential learning competencies to be supplemented by the DOST Science courseware; and (3) document the significant experiences of Grade 7 STE students in utilizing DOST Courseware. This utilizes the descriptive research method and the purposive sampling method was also employed. In terms of statistical treatment, the researcher used qualitative analyses to gather insights from the data collected from the respondents. Content analysis was used to analyze the learning competencies suited for each of the mobile apps of the DOST Grade 7 Courseware. The researcher also used thematic analysis to determine the significant experiences of Grade 7-STE students after using the courseware materials. During this difficult time, it is vital to consider the demographic profile of students in selecting effective and efficient supplementary materials. The DOST Courseware selected is based on the Most Essential Learning Competencies and from that only three courseware were utilized. To gather data for the significant experiences digital technologies were used such as web surveys through Facebook messenger. The findings of the study suggest that most of the significant experiences of the students were found on the “visual-aided discussions” theme along with motivation; the “Presence of inquiry-based teaching features” theme along with interest; and the “Completing game-based tasks” theme along with satisfaction. Based on the results and conclusions posted in the study, the same evaluation may be conducted in all the remaining DOST Courseware and can be conducted in regular classes where technology is scarce and development is low. Keywords: Education and Teaching, Significant Experiences, Thematic Analysis, Philippines-Asia

Использование методики «Educational breakout» в рамках устойчивого профессионального развития педагогов CLIL

This paper analyses how new learning approaches based on gamification can be used for professional growth in teacher training seminars. To address this matter, we designed and implemented a Breakout Edu competition — a sequence of game-based tasks mixing up education and entertainment. The pilot study involved fifteen plurilingual educators tackling the efficacy of social and cognitive groundworks of collaborative learning through gamification. It is important to highlight that the participants were also experts in teaching non-linguistic subjects in English (Content and Language Integrated Learning or CLIL methodology). The researchers designed and implemented a methodological plan to ensure the process feasibility and confirm the motivational value of the training set. The project comprised the experimental part (workshop, training materials), feedback (questionnaire, discussion), analysis and dissemination of the results. Our results based on an original questionnaire showed a general acceptance of new gamified knowledge building and raised awareness of active learning techniques. Overall, 80% of participants fully agreed with the possibility of implementing this technique in the classroom with the students across different educational stages; the same number of educators considered that the Breakout Edu workshop fully encouraged motivation and teamwork. Despite certain limitations in terms of sample size, our experiment strengthens the dissemination of learner-focused approaches. Profiling professional development challenges of future CLIL instructors was aligned with sustainable development goal 4 (General Assembly Resolution). Research findings will deserve careful thought by the education community, policymakers and teacher-trainers currently promoting CLIL, active learning methodologies and gamification.

Field based lower limb strength tests provide insight into sprint and change of direction ability in academy footballers

Conducting field-based strength assessments is embedded within football academy development processes. Yet, there is a limited understanding of how hip and groin strength assessments relate to vital game-based tasks such as sprinting and change of direction (COD) performance. Our aim was to explore field-based strength assessments and their relationships with both sprint and COD performance in male academy footballers. Participants (n=146; age 14.2±2.2years; stature 166.3±15.4cm; body mass 55.6±15.6kg) performed maximal countermovement jump (CMJ), Nordic hamstring strength (NHS), isometric hip adductor (ADD)/abductor (ABD), 5m, 10m, 20m sprints, and modified 505 agility test. All strength measures were allometrically scaled to account for body weight. Between-limb differences were reported as imbalance scores. Principal component analysis reduced sprint and COD variables to a single "running ability" component score. Scaled strength and imbalance, when controlled for age, were associated with "running ability" (adjusted R2 =0.78, p<0.001). Significant effects on "running ability" included the following: age, CMJ impulse, NHS, and hip-ADD. When the sprint and COD variables were explored independently, age and CMJ-impulse were featured in all sprint and COD models. For 10m and 20m sprint distances, hip-ADD emerged as a significant effect. Mean 505 performance was explained by age, CMJ-impulse, hip-ADD, but also with the addition of NHS. Our findings suggest that insight into the underpinning strength qualities of "running ability" of academy footballers can be obtained from a suite of field-based tests.

THE PERSPECTIVE OF SLA PRINCIPLES OF MATERIALS ANALYSIS ON A THEMATIC ENGLISH TEXTBOOK FOR SIXTH-GRADE ELEMENTARY SCHOOL

This study attempts to explain the materials of the thematic English textbook entitled “Grow with English” for sixth grade by reflecting the SLA principles. Therefore, it could be useful as a preliminary step before conducting a textbook evaluation. This article used a qualitative research method with the focus of content analysis. The writer derived the results by responding to the materials analysis proposed by Littlejohn (2011) regarding three main questions (1) what is the learner expected to do?, (2) who with? and (3) with what content?. Each question depicted certain criteria that elaborate the elements of those three questions to outline coursebook materials. Moreover, to complete the analytical of textbook task-based analysis, the writer used the concept of ten SLA principles as suggested by Ellis (2005). The results showed that game-based tasks and consciousness-raising tasks are effective in supporting L2 acquisition since they derived both explicit and implicit knowledge. This study is limited on the scope that only focuses on a preliminary stage before conducting an in-use evaluation. The findings of this study could be a consideration and reference for EFL teachers, creators of English coursebook materials, and English coursebook policymakers, especially in Indonesia to put more attention on the importance of SLA principles in the textbook’s materials that can support students’ L2 acquisition.

Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education

The edited book Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education, built on the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), collected chapters with the theme: “Integrating informal learning into formal language education” (p. 3). Focusing on the exploration of innovative technologies for the purpose of language learning, the editors present a variety of approaches, including online courses, Wikipedia, social networking apps, online learning platforms, game-based tasks, video-based support, and Twitter. Based on the aims of the articles, the editors organized the chapters into two sections, with the first section addressing users’ feelings about these technologies and the second section addressing users’ evaluations of the technologies. The third section is an interview between the editor Tita Beaven and Richard Simcott, a founder of the Polyglot Conference. The interview emphasizes the importance of learning languages in informal ways.

Functional Basis of Asymmetrical Lower-Body Skeletal Morphology in Professional Australian Rules Footballers.

Hart, NH, Newton, RU, Weber, J, Spiteri, T, Rantalainen, T, Dobbin, M, Chivers, P, and Nimphius, S. Functional basis of asymmetrical lower-body skeletal morphology in elite Australian footballers. J Strength Cond Res 34(3): 791-799, 2020-Bone strength is a product of its material and structural properties and is highly responsive to mechanical load. Given the measureable and adaptable features of bone, and thus relevance to medical screening, injury prevention, and injury management in athletes, this study describes the lower-body skeletal morphology of professional Australian rules footballers. Using a cross-sectional and quantitative study design, 54 professional Australian rules football players (n = 54; age: 22.4 ± 3.8 years; height: 189.0 ± 7.5 cm; body mass: 86.0 ± 8.6 kg; tibial length: 436.1 ± 29.2 mm; and body fat: 9.9 ± 1.7%) underwent tibiofibular peripheral quantitative computed tomography scans for the kicking and support limbs, and a whole-body dual-energy X-ray absorptiometry scans. The support leg was significantly stronger than the kicking leg (bone strength: p ≤ 0.001; d = 0.47) with significantly greater bone mass (p < 0.001; d = 0.28), cross-sectional areas (p ≤ 0.002; d = 0.20), and greater cortex thickness (p = 0.017; d = 0.20), owing to significantly greater periosteal apposition (p ≤ 0.001; d = 0.29) and endocortical expansion (p = 0.019; d = 0.13), despite significantly lower cortical density (p = 0.002; d = -0.25). Disparate skeletal morphology between limbs highlights context-specific adaptive responses to mechanical loads experienced during game-based tasks. Practitioners should concomitantly measure material and structural properties of musculoskeletal tissue when examining fragility or resilience to better inform medical screening, monitoring, and injury risk stratification. Support leg axial loading highlights a potential avenue for interventions aiming to remediate or optimize bone cross-sectional area.

Validation of new online game-based executive function tasks for children

Numerous tasks are available to measure executive functions (EFs; working memory, inhibition, and flexibility) in children. However, they differ massively in the way they are presented and framed. Some contain child-friendly stimuli, feedback, or game elements likely to increase motivation and interest to perform the tasks, whereas others do not. Yet, it is unclear whether these apparent differences affect task performance. Therefore, the aim of our study was to develop and validate new game-based tasks assessing EFs in children. We designed three tasks for each dimension of EF and implemented them in a game version (based on the motivational framework proposed by Ryan and Deci (2000) and a standard version. The game-based tasks included elements designed to improve perceived competence (appealing feedback), autonomy (choosing how the protagonists proceed), and relatedness (a child-friendly cover story). To investigate whether adding these game elements influenced the motivation to engage in these tasks and task performance, 60 children (third and fourth graders) performed the game-based version and the standard version in two sessions (counterbalanced across participants). Because both the game-based and standard versions of the tasks should tap the same cognitive processes, we also tested whether performances in both versions were correlated. We found higher self-reported motivation in terms of interest, perceived competence, and relatedness after performing the game-based version as compared with the standard version. Performance on the game-based and standard versions of most of the tasks was significantly correlated, and there were no performance differences between the game-based and standard versions.

Virtuous Play: The Ethics, Pleasures, and Burdens of Brain Training

ABSTRACTThrough normative appeals of cognitive enhancement, the brain has become a site of both promise and peril. Displaying oneself as ethically sound may now include showing requisite care for cognitive capacities. Moreover, enhancing our cognitive reserves is framed as aspirational means of averting neurodegenerative disease and neoliberal precarity. Such demanding labours of self-care warrant close scrutiny. Promissory discourses proclaim our ‘neuroplasticity’, encouraging subjects to work on endlessly improvable functional capacities that hold labour market value. Yet a ‘fun morality’ is equally prevalent in today’s experiential economies. Neuro-enhancement is thus sold not as an ascetic chore, but an ecstatic potential. Hope, fear, pleasure, and ethical conduct are, therefore, all closely entwined in the ‘virtuous play’ of ‘brain training’, where commercial entities use digital platforms for game-based tasks designed to enhance cognitive abilities. These services are typically promoted through appeals to our dutiful biocitizenship. This type of virtuous play is increasingly the means by which subjects produce themselves as simultaneously pleasure-seeking, productive, and resoundingly ‘well’. However, this understanding of virtuosity is often narrowly derived—reduced to ‘active ageing’, corporate-style ‘neurohacking’, and ‘brain profiles’—that threaten to foreclose other ways of imagining well-being. In failing to recognize the neoliberal underpinnings of virtuous play we entrench burdensome attachments to emerging modes of personal enhancement. Against these seductive appeals of combining pleasure with self-improvement, we must cultivate a critical reflexivity regarding exactly how ‘enhancement’ is conceived, opening room for lines of possibility outside of currently dominant frameworks.

Використання ігрового методу в процесі навчання української мови як іноземної

The article considers usage of the game-based method when teaching Ukrainian as a foreign language. Under analysis is the influence of this method on the releasing creative abilities of the personality. Special attention has been recently paid to the intensive methods of teaching foreign languages, and the game-based method in particular. The game-based tasks are not only the basis for working at the phonetical and grammar material. They can also serve as the teaching instrument which triggers mental performance of the students and helps to make the teaching process more attractive and interesting. They create the powerful motivation for studying the language. The relevance of the topic under research lies in the necessity of deep analysis of different game types usage when teaching Ukrainian as a foreign language, as they provide wide possibilities for active work during the lessons of foreign languages on each of the stages. The aim of the article is the analysis of game-based technologies use on the primary stage of studying Ukrainian as a foreign language. The game provides an opportunity to represent even the hardest linguistic material in the attractive form. Any game has high motivation, activates brain work and encourages logical thinking and creativity of the students. The article analyses language, communicative and role-play methods used by lecturers of Department of Language Training for Foreign Citizens of Sumy State University when teaching Ukrainian as a foreign language. Analysis of these pedagogical technologies helps systematize the usage of games and make high quality choices of the game-based methods depending on the current teaching tasks

Game-Based Tasks for Foreign Language Instruction: Perspectives on Young Learners’ Vocabulary Acquisition

Game-Based Tasks for Foreign Language Instruction: Perspectives on Young Learners’ Vocabulary Acquisition

스마트디바이스를 활용한 인지 능력 훈련 기능성 게임 개발

인지능력은 뇌가 담당하고 있는 기능을 의미하며, 실생활과 밀접하게 연관되어 있다. 인간이 노화하면 뇌의 기능이 저하되며, 그것은 인지능력의 상실을 의미한다. 하지만 뇌의 가소성이라는 특성으로 훈련을 통해 뇌 기능의 회복과 저하를 도모할 수 있다. 이러한 훈련 작업을 두뇌 훈련 또는 인지능력 훈련이라고 한다. 인지능력 훈련은 주기적으로 해주어야 한다. 하지만 인지 능력 훈련은 반복적인 수행을 요구하기 때문에 사용자는 일반적으로 따분함을 느끼기 쉽다. 본 논문은 스마트디바이스 기반의 기능성 게임을 제안한다. 제안하는 기능성 게임은 인지능력 훈련을 반복적으로 수행할 수 있도록 게임적인 요소를 활용하여 사용자의 참여와 집중을 유도하였다. 수집된 데이터의 분석을 통하여 주의력과 인지적 유연성의 효과성을 확인할 수 있었다.