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| pf:theses:2008 [2009/09/26 21:09] – external edit 127.0.0.1 | pf:theses:2008 [2012/03/29 09:10] (current) – external edit 127.0.0.1 |
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| **Abstract: ** | **Abstract: ** |
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| | ===== deHaan, Jonathan ===== |
| | [size=120%]**//TITLE: Video games and second language acquisition: The |
| | effect of interactivity with a rhythm video game on second language |
| | vocabulary recall, cognitive load, and telepresence//**[/size] |
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| | ^ Year:|2008 || |
| | ^ Country:|Thesis: |Candidate: | |
| | ^ Degree:|PhD || |
| | ^ Institution:|New York University || |
| | ^ Department:|Educational |
| | Communications and Technology || |
| | ^ URL:|http://u-shizuoka-langcom.wikidot.com/dehaan#toc12 || |
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| | **Abstract: ** |
| | Commercial video games can be beneficial to second language acquisition; however, interactivity, a fundamental feature of the media, has been nearly ignored in terms of its effect on noticing and recall. In this study, I investigated the effect of video game interactivity on vocabulary acquisition from two perspectives, either that the interactivity would induce extraneous cognitive load and hinder learning, or that the interactivity would make the players experience telepresence (i.e., feel present in the game world) and help learning. Eighty Japanese university undergraduates were randomly selected and paired based on similar language and game proficiencies; one subject played a commercial English-language rhythm video game for 20 minutes and the other subject watched the game simultaneously on a connected monitor. Following the gameplay, subjects completed identical vocabulary recall tests, cognitive load measures (i.e., mental effort and perceived difficulty), telepresence measures, experience questionnaires, and a 2-week delayed vocabulary recall test. Both the players and the watchers of the video game did recall second language vocabulary; however, the players recalled significantly less vocabulary, which seems to be a result of the cognitive load induced by the interactivity of the game. The players and watchers seem to have invested similar mental effort in the game and its language, but the players perceived both to be more difficult than the watchers did. The interactivity appeared to have prevented the players from noticing and recalling vocabulary. The subjects did not differ significantly in their experiences of telepresence, which may be a result of the type of the interactivity in the game. If the interactivity had been more reflective, planned, or purposeful, the players may have felt more present in the world of the video game, and perhaps noticed the vocabulary in a different manner. The interactivity of this game seems to have hindered attention to its vocabulary; however, other types of interactivities may have different results. Further language learning projects should target other types of game interactivity, and students and teachers should consider interactivity’s potential hindrance of learning outcomes. |
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| =====Fletcher, Robert D. S ===== | =====Fletcher, Robert D. S ===== |
| If we are ever to achieve the goal of redirecting scientific investigation and technological development along more environmentally and socially responsible lines we need to provide students with an opportunity not only to understand information generated through scientific inquiry and technological innovation, but also to understand something of the processes and possible costs and consequences of this work. This kind of understanding might be best achieved by allowing students to gain experience in the real world of science and technology, working to solve real-world challenges and reflecting upon environmental and societal impacts, but such a real world setting is difficult to reproduce in a classroom. This study utilizes an augmented reality game called the 'Heat Game' to provide a simulation of such a science and technology world. The 'Heat Game' is modeled on the augmented reality game 'Mad City Mysteries' (Squire and Jan 2007). In the 'Heat Game' student-participants role play junior professional scientists and engineers working as part of a team to design energy efficient housing. They correspond with virtual expert professionals on laptop computers while engaging in science inquiry and technological design work in the classroom. This preliminary study presents evidence that after participation in the 'Heat Game' students develop some new understandings values and attitudes about the science process, how it is used to construct science knowledge, how science knowledge can be used for technological development; and how making 'wise' technological choices can lead to a reduction in human environmental impact. | If we are ever to achieve the goal of redirecting scientific investigation and technological development along more environmentally and socially responsible lines we need to provide students with an opportunity not only to understand information generated through scientific inquiry and technological innovation, but also to understand something of the processes and possible costs and consequences of this work. This kind of understanding might be best achieved by allowing students to gain experience in the real world of science and technology, working to solve real-world challenges and reflecting upon environmental and societal impacts, but such a real world setting is difficult to reproduce in a classroom. This study utilizes an augmented reality game called the 'Heat Game' to provide a simulation of such a science and technology world. The 'Heat Game' is modeled on the augmented reality game 'Mad City Mysteries' (Squire and Jan 2007). In the 'Heat Game' student-participants role play junior professional scientists and engineers working as part of a team to design energy efficient housing. They correspond with virtual expert professionals on laptop computers while engaging in science inquiry and technological design work in the classroom. This preliminary study presents evidence that after participation in the 'Heat Game' students develop some new understandings values and attitudes about the science process, how it is used to construct science knowledge, how science knowledge can be used for technological development; and how making 'wise' technological choices can lead to a reduction in human environmental impact. |
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| ===== Lori Shyba ===== | ===== Shyba, Lori ===== |
| [size=120%]**//TITLE: Beyond Fun and Games: | [size=120%]**//TITLE: Beyond Fun and Games: |
| Interactive Theatre and Serious Videogames with Social Impact //**[/size] | Interactive Theatre and Serious Videogames with Social Impact //**[/size] |