M99c0205 黃建英
1.2 Multimedia and games
Most researcher support the method of Digital Game-Based Learning. They think
that the learner can have more motivation in playing game, and they put the attention
in the content of the games. We did not specifically assess content retention, as our
focus was on literacy skill development; however improved content retention is
frequently cited as one of the major outcomes of game-based learning (Cordova &
Lepper, 1996; Prensky, 2001; Squire & Barab, 2004). The students who were high and
low level and received the assistance of Multimedia Computer had a significant
achievement on English learning, especially for the low-leveled group (Liu 2004).
However, it shows that there was no significant achievement for high-leveled group.
Moreover, his study concluded that under help of Multimedia Computer Teaching
Software, the students of Elementary School had upgraded a high willingness to
learning for English. The game development activities engaged students over an
extended period and motivated some to continue working on the game project at
home and to develop additional games not related to the curriculum unit(Ron Owston *,
Herb Wideman, Natalia Sinitskaya Ronda, Christine Brown 2009). Mr. Lrvine thinks that
using the game, it’s a tool. The biggest thing I would tell people is the teacher has still
got to be active in everything that’s going on. The game is not a replacement of the
teacher. It’s just something for the teacher to use to generate interest in the subject. So
don’t sit back and not be involved with what’s going on (William R. Watson*,
Christopher J. Mong, Constance A. Harris 2010).
1.3 Games and learning
Young learners’ playing online games promotes language learning and especially
vocabulary skills and they would be best advised to try to play online games that are
useful resources for language learning (Yıldız Turguta*, Pelin Irgina 2009). This
study shows that student can learn lots words from games. When they do not know
the meaning of worlds, they might use the dictionary to find the meaning. Then the
words are impressiveness. Students also can read the hint in the game. There are lots
articles that are the tips or hints in the games. Student must read the article to finish
the mission. Of course they can learn the grammar from the articles.
Video games
reveal how pleasure and desire are inherent to the reading and writing process. This
dimension of gaming helps explain why video games can produce resistance in terms
of approaches to writing instruction grounded in maintaining the cultural distinction
between play and work (Nunn Drive, Highland Heights, KY 41099 2008). The
interactivity of video games complicates questions of who authors and authorizes
meaning in a discourse community. Video game players are simultaneously readers
and writers whose gaming decisions are inscribed within a certain horizon of
possibilities but not predictability. The video game is an inherently dialogic discursive
space that problematizes the institutionalized distinction between “reading” and
“writing” (Nunn Drive, Highland Heights, KY 41099 2008). The case of video games
not only helps restore the understanding of writing as a visual form of communication
but also challenges the apparent static quality of the printed text, emphasizing the
temporal quality of all communication. In so doing, the study of video games
promises to fundamentally rewrite the conceptual binary of process and product in
composition pedagogy (unn Drive, Highland Heights, KY 41099 2008). Media game
may help learner have the motivation for learning reading. Learner also can have
attention to focus on the content of the words in the text in games. Playing game can
be another to improve the skills in learning other language.
Improve reading skill by pc game
References
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Barr, P., Noble, J., & Biddle, R. (2007). Video game values: Human-computer interaction
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Chin, A. P., Jacobs, W. M., Vaessen, E. P. G., Titze, S., & van Mechelen, W. (2008). The
motivation of children to play an active video game. Journal of Science and Medicine in
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Dye, M. W. G., Green, C. S., & Bavelier, D. (2009). The development of attention skills in
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Owston, R., Wideman, H., Ronda, N. S., & Brown, C. (2009). Computer game
development as a literacy activity. Computers & Education, 53(3), 977-989.
Shultz Colby, R., & Colby, R. (2008). A pedagogy of play: Integrating computer games
into the writing classroom. Computers and Composition, 25(3), 300-312.
Shultz Colby, R., & Colby, R. (2008). A pedagogy of play: Integrating computer games
into the writing classroom. Computers and Composition, 25(3), 300-312.
Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a
video game for teaching high school history. Computers & Education, 56(2), 466-474.