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Serious Games for Global Education

Digital Game-Based Learning in the English as a Foreign Language (EFL) Classroom

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Claudia Müller

In the last few years, global education has become a key concept within the TEFL domain, suggesting competences, topics, and methods that enable students to become responsible and knowledgeable participants in a globalized world. With the help of a triangulated blended learning study conducted in five different middle school EFL classes, and an additional small group study, the author investigates the potential of digital games that have an educational purpose, so called serious games, for global education when used in EFL scenarios. The results show a clear contribution of serious games to global education when used with EFL learners, leading to a reference model of digital game-based learning in the EFL classroom.

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9. The Empirical Study Part II: The Small Group Study

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Abstract: In addition to the blended learning study, the researcher conducted a small group study, in which six students tested three different serious games. This chapter specifies the games and their characteristics, gives insights to the procedure of this part of the study and delineates the results.

9.1. Introductory Remarks

Using serious games to facilitate learning bears a number of benefits, as seen in the empirical study using ICED. To shed more light on the potential of serious games for EFL learning purposes, the empirical study was proceeded by an additional small group study in which six students tested three different serious games. For comparative reasons, the additional games also focus on the topic of human rights. Since the additional games were tested in an informal environment however, the subjects were asked to complete an assessment sheet in order to evaluate the games. Its prototype was developed by a research group at the University of Vienna/Krems. The framework was then adopted for the purpose of this study, highlighting the competences of global education and the characteristics of a game for human rights education. Before illustrating the assessement sheet used for the study, the participants and serious games of this small group study will be presented in the following.

9.1.1. The Participants

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