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The Effects of Violent Video Games on Behavior and Their ...
Students were required to pass the test about computer knowledge (i.e. names and types of computers 1, computing terms and abbreviations 3). They were asked to complete several tasks (i.e. reading computer ads 2, describing computer specs 4, using computing terms and abbreviations 3, describing functions 5) in order to be employed as a new sales assistant in a computer shop.
Since then addiction of online games has been specifically highlighted, with the Thai government imposing a curfew on online games (CNETAsia, 2003), and Europe's first video-game addiction clinic opening in Amsterdam (Altizer, 2006).
The Effects of Violent Video Games on ...
[...] have successfully used video games in the curriculum. In language learning too studies such as Learn English or Die by Heiro Reinders and Sorada Wattana indicate that learner interaction and confidence is increased [...]
Sorada Wattana is a lecturer at Dhurakij Pundit University, Thailand and a PhD student at the University of Canterbury, New Zealand. Her enthusiasm for the role of computer games in transforming the way people learn inspires her to investigate their potential for language learning. She is currently devoting her time to her thesis writing under the supervision of Dr. Michael Grimley, Professor Niki Davis, and Dr. Hayo Reinders, which she thoroughly enjoys.
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Many claims are made for the benefits of games on affective factors such as anxiety and motivation, but few studies have directly investigated the effects of digital games on second language acquisition. An example of such a study was conducted by deHaan, Reed and Kuwada (2010), who investigated the effects of playing a digital game versus watching it on immediate and delayed recall of vocabulary by Japanese learners. Participants in the study were given a music game in which the players had to complete parts of a song by pressing controller buttons at the correct time. Participants in this study did not collaborate but were interacting only with the computer (Chapelle’s human-computer interaction; 2001). An important feature of the study, and perhaps a major limitation, is that participants did not have to understand the English in order to play the game. The authors found that playing the game resulted in less vocabulary acquisition than watching it (although both resulted in learning gains), probably as a result of the greater cognitive load of having to interact with the game. A post-experimental questionnaire revealed that there was no difference between players and watchers in terms of their mental effort, so the effects were due only to their interaction with the game. The authors argue that playing digital games and interactivity are therefore not necessarily conducive to language acquisition. However, it is of course important to understand these findings in light of the fact that the language was not a focal part of participants’ experience and that they could complete the tasks without attention to the vocabulary. It is therefore important that future studies investigate gaming environments that do involve meaningful language use. Another limitation of this study was the nature of the game that was chosen. This genre of game lacks a detailed narrative component that requires comprehension in order to respond appropriately, which is common in many adventure games, for example.
Mathematics and Computer Science Science and Technology Computer addiction essay - Write My Research Paper From Scratch Computer addiction essay ...
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Thesis | Video Games | Thesis - Scribd
The term video-game addiction encompasses all genres of games, but it is often associated with MMORPGs as several high profile deaths of MMORPG addicts have been heavily publicized.
Computer Game Addiction Thesis Statement - Scanstrut
Chen and Johnson (2004) “modded” a commercial role playing game called Neverwinter Nights (Bioware, 2002) to investigate whether a digital game simulating a foreign language learning context could promote a state of ‘flow’ and motivate students to practise language skills (Spanish in the case of this study) outside of the classroom. The authors used questionnaires, video transcripts, field notes, and a post-game interview to investigate this but realised that there were significant differences in the amount of experience the participants had with playing games, and that this strongly affected their ability to play the game successfully. For example, the one participant who did have previous game-playing experience felt more comfortable in the game, spent less time accomplishing the tasks, and self-reported a higher level of enjoyment and flow in the game than the other participants. This study thus highlighted the importance of sufficient training, both to encourage greater success in playing the game, and to minimise the possibility of differences between students acting as a confounding factor in subsequent analyses.
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A key element in the studies above, and in discussions of computer games in education in general, is that learners more actively participate in the activity at hand (see also Garcia-Carbonell, Rising, Montero, & Watts, 2001). In language learning, this means that games are suggested to encourage more interaction in the second language. We therefore now briefly discuss the importance of interaction on second language acquisition.
Thesis About Effects Of Computer Games To Students
Interaction is the term used to refer to the interpersonal activity that takes place both face-to-face and electronically between people or between people and computer, as well as the intrapersonal activity that occurs within our minds (Chapelle, 2001). Interaction in the foreign language has been found to contribute to language acquisition. Interaction helps generate comprehensible input (Krashen, 1985), encourages negotiation of meaning (Pica, 1994), facilitates noticing (Schmidt, 1990), produces negative feedback (Schmidt ibid), and encourages output (Swain, 1985). Swain’s Output Hypothesis (1985) posits that for successful second language acquisition to occur comprehensible input alone is insufficient but learners must also be given opportunities to try out new language and produce comprehensible output during interaction, which, in turn enables them to develop competence in the target language.
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