Perhaps a virtual reality of language learning is premature, however…

-->

Flow is a term coined by Csikszentmihalyi (1975) to refer to a mental state experienced during challenging activities in a comfortable zone between "anxiety" and "boredom,".

 (Franciosi, pg.12) A Comparison of Computer Game and Language-Learning Task Design Using Flow Theory.

 

As a high school Spanish teacher, I truly believe that real-world communication could be supported by the use of computer games and facilitate intrinsic motivation in language learners.

While I would be willing to experiment and introduce and differentiate (a word from the good old days) my instruction, I do agree that it is not clear to what extent computer games are needed to benefit overall student motivation, or if overreliance on computer games would actually be detrimental to student motivation, as mentioned in the above mentioned article by Franciosi.

I feel that the integration of gaming in the classroom could be an excessive tool that may not be worth using because of the risks involved.  Gaming in the classroom, or out of the classroom for that matter, could be time consuming, and expensiv.

1.      A definition of gamification- typically involves applying game design thinking to non-game applications to make them more fun and engaging. Gamification has been called one of the most important trends in technology by several industry experts. Gamification can potentially be applied to any industry and almost anything to create fun and engaging experiences, converting users into players.

                  http://gamification.org/wiki/Gamification

2.      A rational for using games for language learning- I truly believe that real-world communication could be supported by the use of computer games and facilitate intrinsic motivation in language learners. Gaming can ease language learning anxiety and provide "edutainment" in the classroom.  I see gamification as a tool, like any other, that can enhance and facilitate the learning process.

 3.     A link to my game to use in High School Spanish 2 "CHRONON" http://www.eyezmaze.com/chronon/v0/index.html

4.     I played this game, forst without a walkthrough script because I didn’t know what that was! Then once I figured out how to follow the walkthrough, it was interesting manipulating the game screen, and then my 6 year old wanted to play it as I read the walkthrough to her.

5.     Language learning objectives:

·        I immediately saw the “walkthrough script as a way to re-inforce commands and prepositions for teaching Spanish to my sophomores.

·       Students would collaborate in pairs to translate the walkthrough and succeed in the game.

·       Reading, listening, and communicative skills would be enhanced through the reading of the script in pairs.

·       Playing this game achieves flow by providing: goals, rules, and improvement (Hill http://www.wizards.com/Magic/Magazine/Article.aspx?x=mtg/daily/ld/184 )

6.   How the students would be actively involved- Students would collaborate in pairs to translate the walkthrough from Spanish to English and succeed in the game.

7.    The role/activity of the teacher would be to put students into functioning pairs, and assign computers. Only one computer would be needed per pair, because the walkthrough would be printed out on paper in Spanish.

8.   A walkthrough translated into Spanish would be provided upon starting the game. 

example walkthrough for game "Chronon" 

9.   Images from the game would be used as vocabulary reinforcements.  For example, items in the home: clock, fireplace, window, table, etc.

10.  What ways you could I assess whether the learning objectives had been met?

·       Simple observation of the class participation

·       Observing if the participant’s monster turns to stone.

·       Measuring length of time to achieve success

·       End of game reflection and class discussion about key prepositional phrases, vocabulary and commands that were used in the walkthrough script. Discussion could be verbal or written as a close-out activity.