Vocabulary Learning in Digital-Game Based Learning Using Sega Genesis Video Games

Digital game is not only a tool of entertainment, but it can also be used in pedagogical setting, making it an interesting issue of unconventional technology-integrated learning experience. This research aims to explore the respondents\u27 vocabulary learning which mainly focuses on the use of four Sega Genesis video games, within the Digital Game-Based Learning experience. The research was conducted in Binus University which the respondents were 75 non-English departments\u27 students whose BNEPT (Bina Nusantara English Proficiency Test) scores were ≥ 500. The instruments used were four Sega Genesis video games (ESWAT: City Under Siege, Dick Tracy, Stargate and Demolition Man) and a Keywords Vocabulary Assignment. The video games were the main instruments of the hypothesis whether DGBL could help the respondents to acquire or reproduce sets of vocabulary specifically based on each of the video game. The vocabulary assignment is in a form of keyword listing for each of the game, there are ten words or phrases for each of the game, ranging from character design, first level design and gameplay. In result, based on the analysis of the filtered ten keywords from each four video games, it is proven that by playing video games, such as the four Sega Genesis video games indeed helps the EFL learners to have certain sets of vocabulary

Vocabulary Learning in Digital-Game Based Learning Using Sega Genesis Video Games

Digital game is not only a tool of entertainment, but it can also be used in pedagogical setting, making it an interesting issue of unconventional technology-integrated learning experience. This research aims to explore the respondents’ vocabulary learning which mainly focuses on the use of four Sega Genesis video games, within the Digital Game-Based Learning experience. The research was conducted in Binus University which the respondents were 75 non-English departments’ students whose BNEPT (Bina Nusantara English Proficiency Test) scores were ≥ 500. The instruments used were four Sega Genesis video games (ESWAT: City Under Siege, Dick Tracy, Stargate and Demolition Man) and a Keywords Vocabulary Assignment. The video games were the main instruments of the hypothesis whether DGBL could help the respondents to acquire or reproduce sets of vocabulary specifically based on each of the video game. The vocabulary assignment is in a form of keyword listing for each of the game, there are ten words or phrases for each of the game, ranging from character design, first level design and gameplay. In result, based on the analysis of the filtered ten keywords from each four video games, it is proven that by playing video games, such as the four Sega Genesis video games indeed helps the EFL learners to have certain sets of vocabulary

Development of a Coding Instrument to Assess the Quality and Content of Anti-Tobacco Video Games

Previous research has shown the use of electronic video games as an effective method for increasing content knowledge about the risks of drugs and alcohol use for adolescents. Although best practice suggests that theory, health communication strategies, and game appeal are important characteristics for developing games, no instruments are currently available to examine the quality and content of tobacco prevention and cessation electronic games. This study presents the systematic development of a coding instrument to measure the quality, use of theory, and health communication strategies of tobacco cessation and prevention electronic games. Using previous research and expert review, a content analysis coding instrument measuring 67 characteristics was developed with three overarching categories: type and quality of games, theory and approach, and type and format of messages. Two trained coders applied the instrument to 88 games on four platforms (personal computer, Nintendo DS, iPhone, and Android phone) to field test the instrument. Cohen's kappa for each item ranged from 0.66 to 1.00, with an average kappa value of 0.97. Future research can adapt this coding instrument to games addressing other health issues. In addition, the instrument questions can serve as a useful guide for evidence-based game development.Food and Drug Administration (FDA) Center for Tobacco ProductsNational Cancer Institute (NCI) Office of Communication and EducationCommunication Studie

Game Based Learning to Improve Oral Production Skills in Senior Students at Thomas Russell Crampton High School in Cayambe During 2021-2022

Analyze the importance of game-based learning to improve oral production in studentsThe following research is about Game Based Learning to Improve Oral Production Skills in Senior Students at Thomas Russell Crampton High School in Cayambe During 2021-2022. This research aimed to help develop English pronunciation and delimit why Senior students have pronunciation problems in English classes. Also, the theoretical framework chapter makes a brief review of the methods that have been used during the history of teaching and those that are still used today. Those which focus on oral production until reaching the game-based learning method; its importance and the contrast it has with the technological age in which we are living. Methodology Chapter. The methodology chapter explains the type of research that is being developed and the instruments used for data collection. In the analysis and discussion part, the point of view of teachers and students who were part of this study work is detailed; regarding the implementation of video games as extracurricular material for senior students of the institution. As a next point you will find the detailed proposal in units and activities that could be applied using video games to help students develop their speaking skills. As a final part, the conclusions reached with this research work and the recommendations for future work related to the use of video games in the development of oral skills are found.Licenciatur

KEBERADAAN KEBUTUHAN EXISTENCE, RELATEDNESS, GROWTH, DALAM VIDEO GAME HARVEST MOON BACK TO NATURE

Playing video games is basically an activity where it must have an stimulus energy which is commonly referred to as motivation. Without motivation, player will not be interested in playing a video game with a long duration. The Harvest Moon Back to Nature video game as a video game that was quite successful, which made the video game a legendary video game for the audience's audience as early as 1997. It creates interest which in turn encourages researchers to know more about how motivation for human needs is presented by the Harvest Moon Back to Nature video game. This research fundamentally use interpretative analytical descriptive method with narrative approach. Using a view from ERG theory Alderfer, which according to him motivation is related to basic human needs which consist of existence needs, relatedness needs, and growth needs.. From the results of the research conducted using these instruments, it can be concluded that the power of motivation has been presented in the Harvest Moon Back to Nature video game from the fulfillment of existence needs, relatedness needs, and growth needs, both in the context events of farming, raising, and in carrying out other events

Videogames e projetos didáticos na educação para a saúde

The paper aims to underline that playing video games is a healthy activity at least for two reasons: it promotes meaningful learnings and fosters healthy lifestyles. The paper is a reflection on a possible didactic revolution where among digital technologies; video games are the principal instruments that are able to design healthy lifestyles in school settings. Scientific and academic research in the educational videogame field and their integration into didactic processes is very active and offers several challenges that school can’t ignore anymore. Video games in the didactic field represent one of the most concrete and innovative examples in redefining the educational syllabus in school systems. Video games also represent strategic teaching tools that allow to manage in a creative way even complex problems, such as health issues, as they stimulate understanding and encourage exploration

Surgical Skill and Video Games: A Meta-Analytic Review

As the popularity of video games has grown over the past decade, so has interest in their capacity to serve as tools for education. The technology behind modern laparoscopic surgery draws strong parallels to modern video games, and as such has inspired initial research into the potential relationship between video game play and surgical performance. To date, a number of researchers have conducted studies on this relationship; however, no structured, statistical review of accessible data has taken place. Thus, the goal of this analysis was to examine the available literature and report the significance of the cumulative findings. Through my process, a total of 21 studies involving 1220 participants were gathered through multi-step review, and organized into one of three experimental domains - game training, VR training, and gaming history. Effect size analysis using Hedge’s G and Fisher’s Z yielded statistically significant results in all three domains, thus supporting the consensus belief that video game play has a positive effect on laparoscopic surgical training and performance. Given the particularly strong effect of virtual reality training on surgical performance, it would be valuable to investigate the differential effects of virtual reality, and how these effects might be further developed into more effective educational instruments

THE USE OF VIDEO GAMES IN LEARNING ENGLISH VOCABULARY

Video games seem to be a new trend brought to technology for the purpose of fun and have been proven in the field of education as a possible learning medium. They will soon be replaced by new devices that cannot be considered an alternative to learning. Video games are great for learning. Different types of games can have different effects, especially on students' vocabulary acquisition (Gee 2003, 2008). Playing games is a central feature of video games; that's what makes them good or bad. The researcher then analyzed the quality of the teaching and learning process by using video games such as trivia games to acquire and increase vocabulary, which was the aim of this study, especially as a medium for discussion activities. This study used the classroom action research method with instruments in the form of observation and vocabulary tests, which were applied to 25 fifth-semester students majoring in mining as participants in the non-native English education program. Based on the findings on the test, the average score of students increased from 52, or 8%, to 73.2, or 72%. On observation, students are more enthusiastic and enjoy the learning process using the Trivia Star game. It can be concluded that the use of the Trivia Star game is effective in increasing the students' vocabulary

Gaming addiction in adolescence (revisited)

Gaming addiction has become a topic of increasing research interest. Over the last 25 years, I have written many articles on adolescent video gaming for Education and Health as it is one of the research fields that is constantly evolving. In fact, over the last decade, there has been a significant increase in the number of scientific studies examining various aspects of online addiction particularly among adolescents and young adults (Kuss & Griffiths, 2012; Kuss, Griffiths, Karila & Billieux, 2014). Although the amount and the quality of research in the field has progressed much over this period, it is still in its infancy compared to other more established behavioural addictions (such as pathological gambling). This article briefly examines (i) how adolescent gaming addiction research has changed over the last three decades, (ii) how online gaming addiction has gained genuine psychiatric status, (iii) excessive gaming as an addiction, and (iv) where the gaming addiction field is going

Internet Gaming Disorder and the DSM-5: Conceptualization, Debates, and Controversies

Scientific interest in behavioral addictions (such as Internet gaming disorder [IGD]) has risen considerably over the last two decades. Moreover, the inclusion of IGD in Section 3 of DSM-5 will most likely stimulate such research even more. Although the inclusion of IGD appears to have been well received by most of the researchers and clinicians in the field, there are several controversies and concerns surrounding its inclusion. The present paper aims to discuss the most important of these issues: (i) the possible effects of accepting IGD as an addiction; (ii) the most important critiques regarding certain IGD criteria (i.e., preoccupation, tolerance, withdrawal, deception, and escape); and (iii) the controversies surrounding the name and content of IGD. In addition to these controversies, the paper also provides a brief overview of the recent findings in the assessment and prevalence of IGD, the etiology of the disorder, and the most important treatment methods