Untitled

DESIGN VIDEO GAMES

1. 1. INTRODUCTION

   • 1.1 INTRODUCTION TO THE PROBLEM
     • We have seen that our “educational environment” in what respect of the acquisition of a second language has been narrowed to the development of skills related to production and handling of written materials (reading comprehension).
   • 1.2 PROBLEM STATEMENT
     • There is not oral participation in English of students at sixth level at “Don Bosco high School”.
   • 1.3 RESEARCH QUESTION
     • What is the effect of using video games on the generation of the oral participation in the classroom of sixth graders at “Don Bosco” high school?
   • 1.4 HYPOTHESES
     • The use of the video games will generate oral participation in the classroom of sixth level students at “Don Bosco” high school.
   • 1.5 JUSTIFICATION
     • Some causes that produce that situation are: 1. The work done in class is basically base on written structures and texts 2. Most of the schools don´t have adequate listening resources 3. Our schools present a lack of pedagogical materials in general 4. There is not motivation by the teachers to work in class with the use of technological programs or virtual programs.
   • 1.6 OBJECTIVES
     • 1.6.1 General objective
       • To determine the effect of video games in the development of oral production in sixth graders of “Don Bosco” high school
     • 1.6.2 Specific objectives
       •  To get a higher level of motivation of the students in their English classes playing with the video games.  To practice vocabulary related to the different topics.  Design five videogames using free web pages.
   • 1.7 ASSUMPTIONS
     •  To make English teachers aware of changing their attitude towards their professions.  To put into practice some video games in order to start some kind of change in the learning process, with the aim of reaching a higher level of listening comprehension and speaking skills.
   • 1.8 LIMITATIONS
     • The little time devoted to the English subject at “Don Bosco” high school (four hours by week). The group is heterogeneous (their English level is different). There are not pedagogical resources to be used in the English classes.

2. 2. LITERATURE REVIEW

   • 2.1 THEORETICAL FRAMEWORK.
     • We felt worried when students finish an English course and their English level (most of the times low) is shown in a written way, because this is the aspect that teachers are emphasizing in their English classes, we are neglecting the preceding stages (listening, speaking ) that may become more important and useful in their technical or professional future performance.
     • 2.1.1. General concepts about language:
       • WHAT’S COMUNICATION?
         • 1. Spoken or Verbal Communication: Face-to-face, telephone, radio or television and other media. 2. Non Verbal Communication: Body language, gestures, how we dress or act even our scent. 3. Written Communication: Letters, e-mails, books, magazines, the internet or via other media. 4. Visualizations: Graphs, charts, maps, logos and other visualizations can communicate messages.
       • WHAT´S LEARNING?
         • Almost every action we take is the results of past learning yet, for some people, learning still remains an activity undertaken in, or associated with, an educational context. As babies we learn to eat, to gain attention, to crawl, to walk, etc. and as we develop into children, and our bodies become more functional, we learn an inordinate range of skills.
     • 2.1.2 ABOUT THE VIDEOGAMES
       • 2.1.4 WHAT IS A SENTENCE GAME?
         • • Languages Online Sentence Game begins with a sentence that has one or more words missing, and number of possible ‘answer words. The player must select the correct answer words to complete the sentence.
       • 2.1.5 WHAT IS TETRIS GAME MAKER?
         • • Languages Online Tetris is played like other versions of the game. Different shaped blocks fall from the top of the screen. The blocks can be moved to the left or right and can be rotated to form completed rows.
       • 2.1.6 WHAT’S COMPREHENSION TASK GAME?
         • • The comprehension task maker is a program that can be downloaded and istalled on your computer. Once installed, you can use the comprehension task maker to create your own customized interactive multimedia comprehension tasks
       • 2.1.7 WHAT’S MATCHING GAME MAKER?
         • • In the Languages Online Matching game there are two columns. Each column contains six lines. To complete the games the player must draw a line between the matching pairs from each column.
       • 2.1.8 WHAT IS A MEMORY GAME?
         • • In this interactive memory game the player must find the matching pairs of cards. To do this click on a card in the top row and then click on a card in the bottom row. If the cards match the cards remain face up

3. 4. RESULTS

   • 3. How do you consider your oral participation in English class? *Excellent……… 9 *Good ………….24 *Regulate……… 0 *not participate...1
   • 2. What was the class activity you like best? *Exposure of the subject …..5 *Pronunciation exercises …14 *The games……………….. 17
   • 1. How do you think the English class? *interesting...36 *boring…….. 0
   • 4. Which of the games did it learn? *memory game……8 *sentence game …19 *matching game…. 8 *Tetris…………….. 1
   • 5. Do you think that games help you improve your English? *yes….33 *no……3
   • 9. Which of these games do you feel safer? *memory…..15 *pair…………3 *complete…18
   • 10. Would you like to have these games on your computer for home practice? *Yes…28 *no….1 *I do not have computer….7
   • 7. What communication skills do you consider easier? *write…...10 *listen…. 17 *talk …….4 *read……5
   • 8. Do you think that was easy in the proposed class groin games? *yes….33 *no……3
   • 6. What communication skills consider most challenging? *write…...11 *listen…. 11 *talk …….9 *read……5

4. 5. CONCLUSIONS

   • 1. Using these video games, shows that the teacher plays a very important role in the proper development of this activity, it should provide confidence and suitable explanations to guide students. 2. In the survey conducted shows that most students grasped and accepted with great q fostering the idea proposed by this new learning methodology, q could promise a good response from them when this is run. 3. Students have access to technology from an early age, it will increase your knowledge will be able to answer questions whenever necessary q through q educational programs will offer this new alternative to modern learning. 4. With this routine and monotony of classes makes you lose interest in them and thus achieve low performance and poor students qualifying for the teacher. 5. Videogames allow developing spontaneity of students, also provides an outlet for those unable to find educational distraction at home ensures q occupy his free time in video games, but to feed their knowledge i

5. 6. RECOMMENDATIONS

   • 1. Adults at home and schools have the responsibility and opportunity to accompany the children to the learning experiences that occur in the use of technologies, helping them take ownership of the rules of conduct they need to participate in these new methods as good citizens digital. 2. To sixth grade students to actively participate in these proposed video games for best results it is recommended to make dynamic and a class that could be boring before. 3. Good use of technology is recommended to carry out the true purpose of this activity that will directly benefits students. 4. Recommended that programs are interactive to act as if we had a teacher next door, working the competitive individual capacity. 5. Recommended that video games will increase their level of demand as the pace of player performance.

6. 3. METHODOLOGY

   • 3.3 MATERIALS
     • For the research we use: • Video camera • Computers • Photocopies • Video beam • Cell phones
   • 3.2 SUBJECTS
     • Thirty six students of sixth level at Don Bosco educational institution divided in two groups, 18 students by group.
     • This institution is run by the Salesian Community, which is present in the city about sixty years ago. It has academic and technical studies.
     • Don Bosco High School is a public institution located in the south of Popayan city which is the capital of the Department Cauca in Colombia,
   • 3.1 RESEARCH DESIGNS:
     • We use a quasi-experimental design defined in group of students at sixth level in Don Bosco educational institution.
   • 3.4 INSTRUMENTS
     • We recorded in video tape some English classes in order to determine the actual and real participation of Pupils. We took only the oral participation as a parameter for the students to be scored.

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