Computer Games and Language Learning by M. Peterson

By M. Peterson

A finished and available assessment for language educators, researchers, and scholars, this booklet examines the connection among technological innovation and improvement within the box of computer-assisted language studying, exploring appropriate theories and delivering useful proof in regards to the use of computing device video games in language studying.

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Computer Games and Language Learning

A complete and obtainable evaluate for language educators, researchers, and scholars, this publication examines the connection among technological innovation and improvement within the box of computer-assisted language studying, exploring appropriate theories and offering functional facts in regards to the use of machine video games in language studying.

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This will be followed by examination of his views on the relationship between learning and computer games. The final part of this section will examine Gee’s views on the possibilities of using computer games as a means to promote language learning. Gee does not accept the behaviorist view of cognition that perceives learning as exclusively an inner mental phenomenon that is largely the product of individual responses to external stimuli. Instead he emphasizes more recent accounts of human learning that have been developed in the fields of the learning sciences, new literacy studies, and situated cognition (Gee 2007b, 2009a, 2009b).

Players have the option of controlling a number of game features. For example, selecting the next hitter, allowing injuries, and setting the game’s level of difficulty. The game has two player modes, batter and fielder. In batter mode, the player controls batting behaviors and running. In fielding mode, the player controls pitching and the position of both infield and outfield fielders. The interface displays game information such as scores and the number of runners in real time. Rhythm deHaan, Reed, and Kuwada (2010) conducted a study on the use of the console-based commercial rhythm game Parappa the Rapper 2.

Players perceive the skills they acquire during play as a means for accomplishing their in-game goals. ” The system thinking principle reflects the view that learning is supported when learners are able to conceptualize their activities as part of a larger complex system that encourages and restricts certain behaviors. Good games reflect this principle when they require players to undertake training activities that enhance understanding of the game as a whole. Meaning as action image, describes the claim that learning occurs through meaningful experience and actions in the world, and that these are stored in the mind as simulations.

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