Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2016, Special Issue 2016-I, 12 - 21, 01.01.2016
https://doi.org/10.17275/per.16.spi.1.2

Öz

Kaynakça

  • Anders, B.A., Briggs, D.J., Hai-Jew, S., Caby, Z.J., and Werick, M. (2011). Creating an online global health course and game. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/CreatinganOnlineGlobalHealthCo/242682, July 2015.
  • Backer, J. A. (1999). Multi-User domain object oriented (MOO) as a High School procedure for foreign language acquisition. PhD thesis, Nova Southeastern University.
  • Beauvois , M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversations in slow motion: Foreign Language Annals 25, 1, 455– 464.
  • Cononelos, T., & Olivia, M. (1993). Using computer networks to enhance foreign language/culture education. Foreign Language Annals 26, 524–534.
  • Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
  • Crawford, C. (1984). The art of computer game design: Reflections of a master game designer. Berkeley, CA: McGraw-Hill Osborne Media.
  • Crawford, G. B. (2007). Brain-based teaching with adolescent learning in mind. 2nd Ed. California: Corwin Press.
  • Clegg, A. (1991). Games and simulations in social studies education. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 523-529). New York, NY: Macmillan Publishing Company.
  • Dovey, J. and Kennedy, H.W. (2006). Game cultures: Computer games as new media. New York: Open University Press.
  • Hudson, J. M., & Bruckman, A. S. (2002). Irc francais: The creation of an internet-based SLA community. Computer assisted language learning 15, 2, 109–134.
  • Kelm, O. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals 25, 441–454.
  • Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20 (3), pp. 271–289.
  • Leakey, J. (2011). Evaluating computer-assisted language learning: An integrated approach to effectiveness research in CALL. Hochfeldstrasse, Bern: Peter Lang
  • Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
  • MEB Talim Terbiye Kurulu Başkanlığı (2013). İlköğretim kurumları İngilizce dersi (2,3,4,5,6,7 ve 8. sınıflar) öğretim programı. MEB Yay. Ankara.
  • MEB Talim Terbiye Kurulu Başkanlığı (2014). Ortaöğreim İngilizce dersi (9,10,11 ve 12. sınıflar) öğretim programı. MEB Yay. Ankara.
  • Payne, J., & Whitney, P. (2002). Developing L2 oral proficiency through synchronous cms: Output, working memory, and interlanguage development. CALICO Journal 20, 1, 7 – 32
  • Prensky, M. (2001a). Digital game-based learning. New York: McGraw-Hill.
  • Prensky, M. (2001b). Digital natives, digital immigrants. On the Horizon, 9(5). Lincoln: NCB University Press.
  • Rankin, Y.A., Gold, R. & Gooch, B. (2009). Evaluating interactive gaming as a language-learning tool. Retrieved from http://dl.acm.org/citation.cfm?id=1179340&dl=ACM&coll=DL&CFID=545847564&CFTOKEN=41390505 July 2015.
  • Rivers, W. M. (1997). Principles of interactive language teaching. Retrieved from http://edevaluator.org/rivers/10principles_0.html, August, 2015.
  • Salies, T. G. (2002). Simulations/gaming in the EAP writing class: Benefits and drawbacks. Simulation & Gaming, 33(3), 316-329.
  • Sally, M. (2002). Interactive language learning on the web. Eric Digest,Washington D.C.
  • Sharp, L. (2012). Stealth learning: Unexpected learning opportunities through games. Journal of Instructional Research, 1, 42–48.
  • Shute, V. J., Rieber, L., & Van Eck, R. (2011). Games . . . and . . . learning. In R. Reiser& J. Dempsey (Eds.), Trends and issues in instructional design and technology(3rded.,pp. 321-332). Upper Saddle River, NJ: Pearson Education Inc.
  • Schwartzman, R. (1997). Gaming serves as a model for improving learning. Education, 118(1), 9-18.
  • Su Kim, L. (1995). Creative games for the language class. Forum, vol.33, n.1, January-March. USA.
  • Tapscott, D (1998). Growing Up Digital: The Rise of the Net Generation. New York: McGraw-Hill.
  • http://www.learninggamesforkids.com
  • htpp://www.funenglisgames.com
  • htpp://www.education.com
  • http://kids.nationalgeographic.com/games/
  • http://genkienglish.net/teaching/games
  • http://www.poptropica.com
  • http://www.thekidzpage.com/learninggames
  • http://pbskids.org/games
  • http://www.ecodesign.at/SuLi/en/home.html
  • http://www.turtlediary.com/kids-games.html
  • http://www.abcya.com/kindergarten_computers.html

Fun teaching ! Fun Tech-ing ! Interactive Educational games for Young Learners

Yıl 2016, Special Issue 2016-I, 12 - 21, 01.01.2016
https://doi.org/10.17275/per.16.spi.1.2

Öz

Language
learning is
really
a difficult
 task. Much
effort is required at every moment and must be
maintained over a long period of time and some motivating,
encouraging, innovative and attracting materials may be
needed.
Therefore,
games may help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is
useful and meaningful. Games are highly motivating because they are amusing and
interesting. They can be used to give practice in all language skills and be
used to practice many types of communication.
Nothing can be more natural than learning
through playing games (Prensky, 2001a); therefore, it is reasonable to assume
that integrating games into language courses would benefit students’ learning
experiences. In addition, interactive games allow students to achieve practical
knowledge as well. In contrast to books and movies, computer games are
interactive and allow for socialization and participation in the language
learning process (Prensky, 2001a). Using interactive games to facilitate
learning in educational settings has a number of recognized benefits. For most
students, games are highly engaging and motivating. Games provide real-time
feedback and built-in goals that can motivate students to improve. In addition,
students must make decisions as they play games, and they can see the results
of those decisions right away and use that information to inform their next
decisions. Our present day, the use of educational games in learning
environments is an increasingly relevant trend. The motivational and immersive
traits of game-based learning have been studied, but the systematic design and
implementation of educational games remain an elusive topic. In this study some
relevant requirements for the design of educational games in online education
via technology and web 2.0 softwares will be 
analyzed, and a general game design method that includes adaptation and
assessment features for young learners will be 
proposed. Finally, a particular implementation of that design will be
described in light of its applicability to other implementations and EFL class
settings depending upon the outcomes of Ministry of National Education in
Turkey

Kaynakça

  • Anders, B.A., Briggs, D.J., Hai-Jew, S., Caby, Z.J., and Werick, M. (2011). Creating an online global health course and game. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/CreatinganOnlineGlobalHealthCo/242682, July 2015.
  • Backer, J. A. (1999). Multi-User domain object oriented (MOO) as a High School procedure for foreign language acquisition. PhD thesis, Nova Southeastern University.
  • Beauvois , M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversations in slow motion: Foreign Language Annals 25, 1, 455– 464.
  • Cononelos, T., & Olivia, M. (1993). Using computer networks to enhance foreign language/culture education. Foreign Language Annals 26, 524–534.
  • Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
  • Crawford, C. (1984). The art of computer game design: Reflections of a master game designer. Berkeley, CA: McGraw-Hill Osborne Media.
  • Crawford, G. B. (2007). Brain-based teaching with adolescent learning in mind. 2nd Ed. California: Corwin Press.
  • Clegg, A. (1991). Games and simulations in social studies education. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 523-529). New York, NY: Macmillan Publishing Company.
  • Dovey, J. and Kennedy, H.W. (2006). Game cultures: Computer games as new media. New York: Open University Press.
  • Hudson, J. M., & Bruckman, A. S. (2002). Irc francais: The creation of an internet-based SLA community. Computer assisted language learning 15, 2, 109–134.
  • Kelm, O. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals 25, 441–454.
  • Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20 (3), pp. 271–289.
  • Leakey, J. (2011). Evaluating computer-assisted language learning: An integrated approach to effectiveness research in CALL. Hochfeldstrasse, Bern: Peter Lang
  • Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
  • MEB Talim Terbiye Kurulu Başkanlığı (2013). İlköğretim kurumları İngilizce dersi (2,3,4,5,6,7 ve 8. sınıflar) öğretim programı. MEB Yay. Ankara.
  • MEB Talim Terbiye Kurulu Başkanlığı (2014). Ortaöğreim İngilizce dersi (9,10,11 ve 12. sınıflar) öğretim programı. MEB Yay. Ankara.
  • Payne, J., & Whitney, P. (2002). Developing L2 oral proficiency through synchronous cms: Output, working memory, and interlanguage development. CALICO Journal 20, 1, 7 – 32
  • Prensky, M. (2001a). Digital game-based learning. New York: McGraw-Hill.
  • Prensky, M. (2001b). Digital natives, digital immigrants. On the Horizon, 9(5). Lincoln: NCB University Press.
  • Rankin, Y.A., Gold, R. & Gooch, B. (2009). Evaluating interactive gaming as a language-learning tool. Retrieved from http://dl.acm.org/citation.cfm?id=1179340&dl=ACM&coll=DL&CFID=545847564&CFTOKEN=41390505 July 2015.
  • Rivers, W. M. (1997). Principles of interactive language teaching. Retrieved from http://edevaluator.org/rivers/10principles_0.html, August, 2015.
  • Salies, T. G. (2002). Simulations/gaming in the EAP writing class: Benefits and drawbacks. Simulation & Gaming, 33(3), 316-329.
  • Sally, M. (2002). Interactive language learning on the web. Eric Digest,Washington D.C.
  • Sharp, L. (2012). Stealth learning: Unexpected learning opportunities through games. Journal of Instructional Research, 1, 42–48.
  • Shute, V. J., Rieber, L., & Van Eck, R. (2011). Games . . . and . . . learning. In R. Reiser& J. Dempsey (Eds.), Trends and issues in instructional design and technology(3rded.,pp. 321-332). Upper Saddle River, NJ: Pearson Education Inc.
  • Schwartzman, R. (1997). Gaming serves as a model for improving learning. Education, 118(1), 9-18.
  • Su Kim, L. (1995). Creative games for the language class. Forum, vol.33, n.1, January-March. USA.
  • Tapscott, D (1998). Growing Up Digital: The Rise of the Net Generation. New York: McGraw-Hill.
  • http://www.learninggamesforkids.com
  • htpp://www.funenglisgames.com
  • htpp://www.education.com
  • http://kids.nationalgeographic.com/games/
  • http://genkienglish.net/teaching/games
  • http://www.poptropica.com
  • http://www.thekidzpage.com/learninggames
  • http://pbskids.org/games
  • http://www.ecodesign.at/SuLi/en/home.html
  • http://www.turtlediary.com/kids-games.html
  • http://www.abcya.com/kindergarten_computers.html
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Articles
Yazarlar

Müfit Şenel

Deren Başak Akman Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2016
Kabul Tarihi 30 Aralık 2015
Yayımlandığı Sayı Yıl 2016 Special Issue 2016-I

Kaynak Göster

APA Şenel, M., & Başak Akman, D. (2016). Fun teaching ! Fun Tech-ing ! Interactive Educational games for Young Learners. Participatory Educational Research, 3(4), 12-21. https://doi.org/10.17275/per.16.spi.1.2