De inzet van ICT bij taalonderwijs Implicaties voor de lerarenopleiding Symposium
Location: Date: Speakers:
Velon, Brussels February 4, 2016 Joke Voogt1, Wim de Boer2, Wim Trooster1
Affiliation:
1Windesheim 2Afûk,
NL
University of Applied Sciences, NL
Kernvraag Symposium
Op welke wijze kunnen ICT-toepassingen die op basis van onderzoek veelbelovend zijn voor het leren van leerlingen: - ook praktische relevant worden voor de onderwijspraktijk? - en wat betekent dit voor de lerarenopleiding?
Doel Symposium
De implicaties voor leerkrachten en de lerarenopleidingen te bespreken van een aantal typerende ICT-toepassingen voor taalonderwijs
Programma 11.50 – 12.05
De effectiviteit van de Serious Game LINGO Online voor de uitspraak van het Engels: Implicaties voor de lerarenopleiding Wim Trooster
12.10 – 12.25
Nieuwe vormen van arrangeren van leermiddelen en taalactiviteiten in het PO Wim de Boer
12.30 – 12.45
De inzet van ICT om beginnende geletterdheid te bevorderen: Wat zijn onderbouwde en haalbare ICT competenties voor (toekomstge) leerkrachten Joke Voogt
12.50 – 13.00
Discussion
De effectiviteit van de Serious Game LINGO Online voor de uitspraak van het Engels Implicaties voor de lerarenopleiding
Location: Date:
Velon, Brussels February 4, 2016
Wim Trooster, Sui Lin Goei, Henk la Roi, Roland Bruijn
Windesheim University of Applied Sciences, NL
Anouk Ticheloven
University of Utrecht, NL
Esther Oprins, Gillian Visschedijk, Gemma Corbalan
TNO, NL
Martin van Schaik
Introduction Context In Dutch education, curriculum English language is implemented more and more.
Formerly start age 10-12 years ->
Now age 6 years.
Introduction Educational Problem But: little attention for English pronunciation
of individual pupils/students (lack of curriculum time/skills teachers?)
Introduction Demo game LINGO Online https://vimeo.com/55256348
40 Hours training English pronunciation Target group: children in last years primary education/first years secondary education
(age 10 – 16)
Introduction Objective of the study Study effectiveness game LINGO Online for
English pronunciation in Dutch (primary - and secondary) education.
Introduction
Questions 1.
Do students using the game LINGO Online learn more on English pronunciation than students using classical method (without the game)?
2.
Are students using the game LINGO Online more motivated than students using classical method (without the game)?
3.
Which game characteristics in the game LINGO Online could contribute to these effects on motivation and learning?
4.
What is the context of learning and which effect could this context have on motivation and learning (according to teachers)?
Methods & Materials
Target Groups 2 x primary school (each 2 groups):
Students last 2 years 2x secondary school (each 2 groups): Students first 3 years
Methods & Materials Methodology Period Sept ’13 – Jan ‘14
Statistics: on Delta’s
Methods & Materials Instruments
Statistics: Delta’s and correlations Lots of work: Especially language tests!
Results First results: “Students are more free to speak” “Students are motivated, in spite of technical
problems”
1 Secondary school did not succeed to implement the game (+++ support)
Results Learning Outcomes Learning Characteristics Game Characteristics
Results
Learning Outcomes:OMT • Primary schools: learning effect of the game larger than regular lessons • Secondary school: less progression with students playing the game compared to the regular lesson.
Results
Learning Features: Motivation The motivation of the experimental group was significantly increased in contrast with the control group
Results
Learning Features: Perceived Choice
Perceived choice scored significantly higher (in
post-test) in the game group compared to the regular lessons.
Results
Learning Features: rest
Self-efficacy, Value, Engagement: No significant differences Control Condition vs Game Condition
Results Correlation
Learning Features –Learning Outcomes
Motivation, (perceived choice) and engagement correlate with learning outcomes No correlation between self-efficacy or value and learning outcomes. (what would be expected in general)
Results
Correlation Gaming Features –Learning Features
All five gaming features correlated with motivation. Feedback and rules & goals correlate with all learning features
Results
Correlation Gaming Features –Learning Features Motivation Feedback
Pearson Correlation Sig. (2tailed) N
Selfefficacy
Perceived choice
Value
Engageme nt
,393**
,366**
,430**
,423**
,375**
,002
,003
,000
,000
,002
62
63
63
64
63
,478**
,136
,322*
,309*
,300*
,000
,288
,010
,013
,017
62
63
63
64
63
,414**
,301*
,309*
,396**
,421**
,001
,017
,014
,001
,001
62
63
63
64
63
,509**
,069
,275
,483**
,448**
,002
,690
,104
,002
,005
36
36
36
37
37
,423*
,081
,168
,315
,241
,010
,640
,327
,058
,151
36 36 **. Correlation is significant at the 0.01 level (2-tailed).
36
37
37
Challenge & control
Rules & goals
Action language
Game world
Pearson Correlation Sig. (2tailed) N Pearson Correlation Sig. (2tailed) N Pearson Correlation Sig. (2tailed) N Pearson Correlation Sig. (2tailed) N
*. Correlation is significant at the 0.05 level (2-tailed).
All five gaming features correlated with motivation. Feedback and rules & goals correlate with all learning features
Conclusions In Primary School: Better learning outcomes (OMT) after gaming than in the control condition, correlating with the learning features motivation, (perceived choice) and engagement. No direct correlation game features with learning outcomes. However the results suggest an indirect correlation here.
Discussion
Problems solved by game? The game has the potential to compensate for insufficient facilities (time, expertise) in schools: • Effectiveness: the game is effective (+ indications for mechanism) • Time: Using the game the students are able to train English pronunciation individually.
• Expertise: Using the learning analytics in the software or triggered by questions of students the teacher is able deliver specific help to the individual students.
Discussion
New Problems by game? Critical issues implementation (needs support, time) Installation of secondary software necessary. Change of firewall settings need to be changed
Drivers headsets should be selected After instruction and with manual, students still had questions
how to use the game.
Checklist for Teachers considering the Use of Virtual Worlds & Serious Gaming in Education Organizational factors 1. Create commitment (of teachers, students and management) a. Make connection to the policies of the institution b. Choose subgroups of students capable of working with the virtual world c. Minimize risks foreseen with the use of the virtual world d. Reduce fear that working with the virtual world is time-consuming
2. Make investments in the development of expertise in the use of the virtual world 3. Design protocols for the use of the learning activity in the virtual world 4. Ensure
support on IT
Checklist for Teachers considering the Use of Virtual Worlds & Serious Gaming in Education Didactic factors 1. Choose those learning activities for which the virtual world has added value compared to other media (e.g . the 7 selected learning activities in this study) 2. Make investments in a. b. c. d. e.
adequate didactics:
Define and pursue the educational objectives of the course Design adequate assignments Organize adequate feedback and examination Formulate transparent rules of conduct Invest in adequate preparation for and teaching of the course
3. Build /monitor/adjust the initiative in the virtual world
Learning with a game
Game cycle
Learn cycle
Small game – Big game Game cycle – Learning cycle
Didactic scenarios!
Didactische scenario’s Eerst de effecten voor het leren van Engelse
uitspraak door middel van een game Nu de rol van leerkrachten en lesmateriaal bij een
dergelijke game.
Opzet Analyse docenten/studenten lerarenopleiding EN
-> 3 scenario’s (met lesbrieven) hoe game LINGO Online ingebed in curriculum vMBO, HAVO, MBO
-> ontwikkeling van vakdidactische en ict-competenties van de studenten (docenten)
Werkwijze Discussie / ontwikkelwerk Afwegingen Wat is er volgens ons nodig… Blend / Flip… Instructienoodzaak…
The flipped classroom Leerlingen doen de game thuis
Lessenserie VMBO jaar 3 & 4 - Drie lessen van 45 minuten
- V.A.S.T. Game als huiswerk - Gebaseerd op modellen van Thornbury en Neuner
Les 1 – Writing History Leerlingen leren en herhalen hoe je in het Engels de geschiedenis van een personage omschrijft. Tijd
Activiteit
Huiswerk Installeer spel en maak personage aan 10 min.
Starten
Thornbury 1. awareness-raising 2. appropriation 3. autonomy
5 min.
15 min.
Brainstormen over omschrijven van geschiedenis personage 1. awareness-raising A. understanding new input
Schrijf de geschiedenis van je personage 1. awareness-raising
Neuner A. understanding new input B. reproduction/consolidation C. guided production
10 min.
5 min.
Deel je geschiedenis 2. appropriation C. guided production
Afsluiten
D. free production
Les 2 – Working on Difficulties Leerlingen verbeteren Engelse spreekvaardigheden door te werken met de feedback vanuit het spel (met name problematische woorden). Tijd
Activiteit
5 min.
Starten
10 min.
Nadenken over omschrijven van uiterlijk personage
10 min.
1. awareness-raising A. understanding new input
Werken met feedback uit V.A.S.T. Game 2. appropriation B. reproduction/consolidation
15 min.
Omschrijf het uiterlijk van je personage, klasgenoot tekent
5 min.
Aantal leerlingen presenteren tekening
5 min.
Afsluiten
C. guided production
D. free(r) production
Thornbury 1. awareness-raising 2. appropriation 3. autonomy Neuner A. understanding new input B. reproduction/consolidation C. guided production D. free production
Les 3 – Language Village In een talendorp, met het spel als thema, laten leerlingen zien wat ze tijdens de lessenserie geleerd hebben. Tijd
Activiteit Huiswerk bereidt leerlingen voor op language village 2. appropriation B. consolidation
10 min.
Starten en uitleg language village
15 min.
Language village ronde 1 3. autonomy D. free production
Thornbury 1. awareness-raising 2. appropriation 3. autonomy Neuner A. understanding new input B. reproduction/consolidation
15 min.
Language village ronde 2 3. autonomy D. free production
C. guided production D. free production
5 min.
Afsluiten
Les 3 – Language Village In het talendorp zijn 5 stands waar leerlingen opdrachten moeten uitvoeren. Stand 3 wordt bemand door de docent. Stand 1
Where am I? Stand 2
Stand 3
Task in the game
Five difficult words
Stand 4
Stand 5
Describe the robot
Your character’s history
Contact
[email protected] Credits: LINGO Online was created and developed by Magma Studios and Carnegie Speech Company utilising game based learning and speech analysis technologies. This product was originally created for the Ministry of Education in Singapore, known as V.A.S.T.: Voice Activated Spy Tech, and is now commercially available under the name of LINGO Online.’ For further information please contact:
[email protected] /
[email protected]
This study was made possible by a grant from Kennisnet (www.kennisnet.nl) and internal funding of Windesheim University of Applied Sciences.
