The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Developing a Personalized, Educational Gaming Experience for Young Chinese DLI Learners: A Design-Based Approach
Abstract
In this chapter, a design-based approach was used to investigate the effectiveness of a story-driven game designed to improve elementary Chinese dual language immersion (DLI) learners reading strategies by fostering self-regulated learning. To facilitate reading comprehension and increase vocabulary development, learners are empowered with an in-game notebook which allows them look up and review new vocabulary words. The authors argue that game design features such as the in-game notebook and meaningful in-game choices have the potential to not only motivate learners to persist in reading a second language, but also provide them with the tools needed to regulate and promote their own vocabulary learning. Data were collected from Chinese DLI elementary students who played this game individually with a researcher. These data include log data, screen capture video of gameplay, and post-gameplay interviews. In the findings, successes and failures of the current game design are presented and suggestions for future designs aimed at supporting young Chinese DLI learners are provided.
Related Content
|
Marlett Jasmin Blas Rivera.
© 2024.
24 pages.
|
|
Mario Muñoz Mercado.
© 2024.
31 pages.
|
|
Tahir Iqbal.
© 2024.
31 pages.
|
|
Nadim Akhtar Khan.
© 2024.
20 pages.
|
|
Sandra Viridiana Cortés Ruiz.
© 2024.
26 pages.
|
|
María Elena Zepeda Hurtado, Claudia Angélica Membrillo Gómez, Francisco Javier Arias Candanosa.
© 2024.
23 pages.
|
|
Renu Prajapati, Sandhya Gupta.
© 2024.
29 pages.
|
|
|