SERIOUS GAME EDUCATIONAL AS A MEANS OF ACQUIRING GERMAN LANGUAGE SKILLS IN A NON-FORMAL EDUCATION SETTING / SERIOUS GAME EDUCATIONAL ALS MITTELDES ERWERBS VON DEUTSCHKENNTNISSEN IN EINEM NICHT-FORMALEN BILDUNGSUMFELD

Ayman Guemri, Inés Souid, Mohamed Kharrat

Abstract


This study aimed to assess the effect of Serious Game Educational on the acquisition of written language skills in German in a non-formal setting. A total of 23 students from different state universities, aged between 19 and 23, participated in an Educational Serious Game session through a game called "Deutsche Straße" knowing that all students had no experience in the German language. The students were divided into groups of 4 players for each game session, which lasted between 30 minutes and an hour. A German Word Play Learning Assessment Questionnaire was administered prior to the intervention (t0) and immediately after each session (t1). This questionnaire is in the form of a multiple-choice question with 107 items which is called "Deutsh Straße Quiz". These items represent the translation of different German words from the game provided by an expert in German language translation. A second satisfaction questionnaire that measures the feeling of competence (Dumont et al., 2000). The results showed an average relative learning gain of more than 40% for the majority of students. In addition, there is a sufficient sense of competence following the game. These results suggest that the use of Serious Game Educational in academia in a formal educational setting can be an effective way for students to read and comprehend the German language.

Ziel dieser Studie war es, die Wirkung von Serious Game Educational auf den Erwerb von Schriftsprachkenntnissen in Deutsch in einem non-formalen Setting zu bewerten. Insgesamt 23 Schüler verschiedener staatlicher Universitäten im Alter zwischen 19 und 23 Jahren nahmen an einer Educational Serious Game-Sitzung über ein Spiel namens "Deutsche Straße" teil, in dem Wissen, dass alle Schüler keine Erfahrung mit der deutschen Sprache hatten. Die Schüler wurden für jede Spielsitzung, die zwischen 30 Minuten und einer Stunde dauerte, in Gruppen von 4 Spielern eingeteilt. Vor der Intervention (t0) und unmittelbar nach jeder Sitzung (t1) wurde ein Fragebogen zur Bewertung des Lernens von deutschen Wortspielen durchgeführt. Dieser Fragebogen hat die Form einer Multiple-Choice-Frage mit 107 Items, die als "Deutsh Straße Quiz" bezeichnet wird. Diese Gegenstände stellen die Übersetzung verschiedener deutscher Wörter aus dem Spiel dar, die von einem Experten für deutsche Übersetzungen bereitgestellt wurden. Ein zweiter Zufriedenheitsfragebogen, der das Gefühl von Kompetenz misst (Dumont et al., 2000). Die Ergebnisse zeigten einen durchschnittlichen relativen Lerngewinn von mehr als 40% für die Mehrheit der Schüler. Darüber hinaus gibt es ein ausreichendes Kompetenzgefühl nach dem Spiel. Diese Ergebnisse deuten darauf hin, dass der Einsatz von Serious Game Educational in der Wissenschaft in einem formalen Bildungsumfeld eine effektive Möglichkeit für Schüler sein kann, die deutsche Sprache zu lesen und zu verstehen.

 

Article visualizations:

Hit counter


Keywords


educational serious game, language skills, non-formal education, German language / pädagogisches Serious Game, Sprachkenntnisse, non-formale Bildung, deutsche Sprache

Full Text:

PDF

References


Bandura A. (1986). Social foundations of thought and action: A social cognitive theory, Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge University Press. https://doi.org/10.1017/CBO9780511527692

Barr, N. (2012). Economics of the Welfare State (5th ed.). Oxford: Oxford University Press.

Blumberg F. C., Almonte D. E., Anthony J. S., Hashimoto N. (2013). Serious Games: What Are They? What Do They Do? Why Should We Play Them? in Dill K. E. (ed.), The Oxford Handbook of Media Psychology (Oxford: Oxford Library of Psychology), pp. 334-351.

Boch F. & Frier C. (eds.) (2015). Writing in Higher Education: From Research to Pedagogical Tools. ELLUG, coll. Didaskein (333 pages).

Boudreault, H. (2002). The Q.C.D. Factor Being Comfortable Outside Your Comfort Zone. Université de Québec Montréal- Department of Education and Continuing Education, p.23. Retrieved from http://www.uqar.ca/files/pedagogie academic/qcd2.pdf

Bugmann, J. (2015). Serious Games and Education: Where Are We Now? Retrieved from: http://www.cndp.fr/agence-usages-tice/que-dit-la-recherche/jeux-serieux-et-education-ou-ensommes-nous-76.

Clark R.C., & Mayer, E.R. (2008). E-learning and the Science of Instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer

Council of Europe (2000). the Parliamentary Assembly of the Council of Europe adopted Recommendation 1437 on non-formal education https://www.coe.int/fr/web/european-youth-foundation/definitions

Dumont, M., Schwarzer, R., & Jerusalem, M. (2000). French Adaptation of the General Self-Efficacy Scale. Retrieved July 18, 2013 from http://userpage.fu-berlin.de/~health/french.htm

Fourquet-Courbet, M.P., Courbet, D (2015). Serious games, persuasive communication devices. What are the socio-cognitive and socio-affective processes involved in use? What are the effects on players? State of research and new perspectives. Networks

Gérard, F.-M. (2003). Evaluating the Effectiveness of Training, Gestion 2000, Vol. 20, No. 3, 13-33.

Girard, Coralie, Jean Ecalle, and Annie Magnan (2012). Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning 29 (3): 207 19.

Hocine Nadia Hocine, Abdelkhader Gouaïche, Ines Di Loreto and Lylia Abrouk (2011). "Adaptation Techniques in Playful and Serious Games", Revue d'intelligence artificielle, Vol. 25, No. 2, 30 April 2011, pp. 253–280, DOI 10.3166/ria.25.253-280

Hock-Koon S. (2012). Affordances applied to the absence of learning in video games, RIHM Vol 13 - No. 1.

Kahn, Jack; Wright, Susan (1980). Human Growth and the Development of Personality Pergamon, https://doi.org/10.1016/C2013-0-05849-5

Lee K. M., Peng, W., Park N. (2009). Effects of Computer/Video Games and Beyond, in Bryant J., Oliver M. B. (eds.), Media Effects: Advances in Theory and Research (pp. 551-566), London-New York, Routledge.

Linderoth J. (2010). Why gamers donʼt learn more. An ecological approach to games as learning environments, Proceedings of DiGRA Nordic 2010.

Lucie Sauvé, L (2011). The Political Dimension of Environmental Education – A Certain Vertigo, Environmental Education [Online], Volume 9, http://journals.openedition.org/ere/1467; DOI: https://doi.org/10.4000/ere.1467

Malone T. (1981). Toward a Theory of Intrinsically Motivating Instruction, Cognitive Science, vol. 4, pp. 333-369.

Malone, (Thomas W.), (1981), Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333-369. DOI: 10.1207/s15516709cog0504_2

Maurer, T. J., & Tarulli, B. A. (1994). Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by employees. Journal of Applied Psychology, 79(1), 3–14. https://doi.org/10.1037/0021-9010.79.1.3

Michael, D. and Chen S. (2005). Serious Games: Games That Educate, Train, and Inform. Course Technology PTR.

Federal Foreign Office (2020). German as a foreign language is in demand all over the world. https://www.auswaertiges-amt.de

Nagels, M. (2005). Building the sense of self-efficacy in higher professional training: the case of novices in the fields of social work and public health. Questions de pédagogie dans l'enseignement supérieur, Lille – June 2005, p. 2.

Ouellet, G. (1985). Statistics. Theory, examples, problems. Sainte-Foy, Quebec: The Clay Griffin. In Gérard, F.-M. (2003). Evaluating the Effectiveness of Training, Gestion, Vol. 20, No. 3, 13-33.

Perrenoud, Philippe (2000). Ten New Skills to Teach: An Invitation to Travel. 7th edition. Paris: ESF, 2013. Print.

Renaud, L, Louise Sauvé, David Kaufman and Emmanuel Duplàa (2018). Evaluation of an online educational game to improve the quality of life of seniors, Santé Publique, Vol. 30, No. 6, 2018, p. 799 (ISSN 0995-3914

Rondier, M. (2004). A. Bandura self-efficacy, sense of self-efficacy, educational and professional guidance. Educational and Vocational Guidance, Issue 33/3 (2004) varia, p. 2.

Ruggil J.E., McAllister K.S. (2012) Against the use of computer games in the classroom: The wickedness of ludic pedagogies in Thompson Jason C. & Ouelette Marc A. The Game Culture Reader, Cambridge Scholars Publishing.

Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166. https://doi.org/10.1146/annurev.psych.52.1.141

Saleh, D., Romo, L., Camart, N. (2016). Validation of the General Self-Efficacy Scale (GSE) in French University Students44th CBT Annual Congress/201

Sanchez, (Eric), (2011). Use of a Serious Game in Secondary Education. Behavioral and epistemic modeling of the learner. Journal of Artificial Intelligence, 25(2), 203-222.

Sanchez, E Muriel Ney and Jean-Marc Labat (2011). Serious Games and University Pedagogy: From Design to Learning Assessment, International Journal of Technologies in University Pedagogy, Vol. 8, Nos. 1-2, p.48, DOI 10.7202/1005783ar,

Sawyer, B., & Smith, P. (2008). Serious Games Taxonomy. In Serious Games Summit at the Game Developers Conference (pp. 1-6). GDC Vault.

Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy Scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user's portfolio. Causal and control beliefs (pp. 35-37). Windsor, England: NFER-Nelson.

Thompson D., Baranowski T., Buday R., Baranowski J., Thompson V., Jago R., Griffith M. J. (2008). Serious Video Games for Health How Behavioral Science Guided the Development of a Serious Video Game, in Simulation & Gaming, Vol. 41, No. 4, pp. 587-606.

Vygotsky, L. (1985). Thought and Language (1st ed.). Paris, France: Editions Sociales.

Wagnon, S (2017). Les jeux Decroly, prototypes des jeux éducatifs?, Carrefours de l'éducation, vol. 43, no. 1, 2017, p. 122

Wastiau, P.; Kearney C. and Van Der Berghe W. (2009). What uses for electronic games in the classroom? European Schoolnet.

Whitton, (Nicola), (2011), Game Engagement Theory and Adult Learning. Simulation and Gaming, 42(5), 596-609.

Wix, A. (2012). Is Playing in the Classroom Really Serious? Assessment of the academic experiment on the use of serious games in middle and high school. Academy of Aix-Marseille.

Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311




DOI: http://dx.doi.org/10.46827/ejsss.v10i1.1718

Copyright (c) 2024 Ayman Guemri, Inés Souid, Mohamed Kharrat

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


 

Hit counter