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