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Learning Prosody in a Video Game-Based Learning Approach
Aguilar, Lourdes (Universitat Autònoma de Barcelona. Departament de Filologia Espanyola)

Fecha: 2019
Resumen: With the growth in popularity of video games in our society many teachers have worked to incorporate gaming into their classroom. It is generally agreed that by adding something fun to the learning process students become more engaged and, consequently, retain more knowledge. However, although the characteristics of video games facilitate the dynamics of the educational process it is necessary to plan a pedagogical project that includes delimitation of learning goals and profile of the addressees, the conditions of application of the educational project, and the methodologies of evaluation of the learning progress. This is how we can make a real difference between gamification and video game based learning. The paper addresses the design of an educational resource for special education needs (SEN) students that aims to help teach communicative skills related to prosody. The technological choices made to support the pedagogic issues that underlie the educational product, the strategies to convert learning content into playful material, and the methodology to obtain measures of its playability and effectiveness are described. The results of the motivation test certified that the video game is useful in encouraging the users to exercise their voice and the indicators of the degree of achievement of the learning goals serve to identify the most affected prosodic skills.
Nota: Número d'acord de subvenció TIN2017-88858-C2-1-R, 1/2018-12/2020
Nota: Número d'acord de subvenció VA050G18
Derechos: Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original. Creative Commons
Lengua: Anglès.
Documento: article ; recerca ; publishedVersion
Materia: Video game based learning ; Educational video games ; Oral communication ; Prosody ; Special Educational Needs and Disability (SEND) students ; Down Syndrome
Publicado en: Multimodal technologies and interaction, Vol. 3, núm. 3 (2019) , p. 51, ISSN 2414-4088

DOI: 10.3390/mti3030051

20 p, 650.6 KB

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 Registro creado el 2019-09-25, última modificación el 2020-03-02

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