De inzet van ICT bij taalonderwijs Implicaties voor de lerarenopleiding

Symposium

Location: Velon, Brussels

Date: February 4, 2016

Speakers: Joke Voogt1, Wim de Boer2, Wim Trooster1

Affiliation: 1Windesheim University of Applied Sciences, NL

2Afûk, 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: Velon, Brussels

Date: 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

Self-

efficacy Value

Perceived

choice

Engageme

nt

Feedback Pearson

Correlation ,393** ,366** ,430** ,423** ,375**

Sig. (2-

tailed) ,002 ,003 ,000 ,000 ,002

N 62 63 63 64 63

Challenge &

control

Pearson

Correlation ,478** ,136 ,322* ,309* ,300*

Sig. (2-

tailed) ,000 ,288 ,010 ,013 ,017

N 62 63 63 64 63

Rules & goals Pearson

Correlation ,414** ,301* ,309* ,396** ,421**

Sig. (2-

tailed) ,001 ,017 ,014 ,001 ,001

N 62 63 63 64 63

Action

language

Pearson

Correlation ,509** ,069 ,275 ,483** ,448**

Sig. (2-

tailed) ,002 ,690 ,104 ,002 ,005

N 36 36 36 37 37

Game world Pearson

Correlation ,423* ,081 ,168 ,315 ,241

Sig. (2-

tailed) ,010 ,640 ,327 ,058 ,151

N 36 36 36 37 37

**. Correlation is significant at the 0.01 level (2-tailed).

*. 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 adequate didactics:

a. Define and pursue the educational objectives of the course b. Design adequate assignments c. Organize adequate feedback and examination d. Formulate transparent rules of conduct e. 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

Tijd Activiteit

Huiswerk Installeer spel en maak personage aan

10 min. Starten

5 min. Brainstormen over omschrijven van geschiedenis personage 1. awareness-raising A. understanding new input

15 min. Schrijf de geschiedenis van je personage 1. awareness-raising

10 min. Deel je geschiedenis 2. appropriation C. guided production

5 min. Afsluiten

Leerlingen leren en herhalen hoe je in het Engels de geschiedenis van een personage omschrijft.

Thornbury 1. awareness-raising

2. appropriation

3. autonomy

Neuner A. understanding new input

B. reproduction/consolidation

C. guided production

D. free production

Les 2 – Working on Difficulties

Tijd Activiteit

5 min. Starten

10 min. Nadenken over omschrijven van uiterlijk personage 1. awareness-raising A. understanding new input

10 min. Werken met feedback uit V.A.S.T. Game 2. appropriation B. reproduction/consolidation

15 min. Omschrijf het uiterlijk van je personage, klasgenoot tekent C. guided production

5 min. Aantal leerlingen presenteren tekening D. free(r) production

5 min. Afsluiten

Leerlingen verbeteren Engelse spreekvaardigheden door te werken met de feedback vanuit het spel (met name problematische woorden).

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

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

15 min. Language village ronde 2 3. autonomy D. free production

5 min. Afsluiten

In een talendorp, met het spel als thema, laten leerlingen zien wat ze tijdens de lessenserie geleerd hebben.

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 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

Stand 4 Stand 5

Task in the game Five difficult

words

Describe the

robot

Your character’s

history

Contact

w.trooster@windesheim.nl

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: info@magma-studios.com / info@carnegiespeech.com

This study was made possible by a grant from Kennisnet (www.kennisnet.nl) and internal funding of Windesheim University of Applied Sciences.