Games for Learning
Abstract
Researchers have argued that an effort should be made to raise teachers’ and parents’ awareness of the potentially positive educational benefits of playing board games.
We design and implement 3 board games into classroom setting to see the impact on children ability to learn English
One part of this effort is to increase understanding of how board games can be situated within teachers’ existing goals and knowledge of learning and instruction.
Research background
A chorus of proclamations have arisen in recent years about the potential of games and simulations to facilitate learning
few discussions focus on the fundamental issue surrounding the implementation of games and simulations
to what learning objectives and pedagogical strategies are they most relevant?
this paper examines the design of authentic learning experiences as a way of thinking about the appropriateness and unique potential of games and simulations in a range of educational and training settings.
Scaffolding Instruction for English Language Learners
Students learning academic subject matter in a new language face a number of challenges
The author presents a model of scaffolding that emphasises the interactive social nature of learning and the contingent, collaborative nature of support and development.
the author examines the use of specific types of scaffolding to promote linguistic and academic develop-ment.
weaving together several levels of pedagogical support, from macro-level planning of curricula over time to micro-level moment-to-moment scaffolding and the contingent variation of support responsive to interactions as they unfold.
Research Motivation
• This article begins to bridge this gap by providing research-based areas of awareness and a discussion of factors that can facilitate understanding related to choosing and using board games.
• we show how educational games can be conceptualized from different theoretical perspectives on learning and discuss a number of essential design issues that educators should take into account when considering a video game for educational use.
The Critical Role of Vocabulary Development
English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English‐only peers.
Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled.
we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs.
The review suggests that several strategies are especially valuable for ELLs
taking advantage of students' first language if the language shares cognates with English
ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement
Finally, we discuss challenges in designing effective vocabulary instruction for ELLs.