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This study explored the effect of a serious game on the vocabulary of K4-6 students in primary education. 206 students and 10 teachers used the serious game ‘Word Score 2’ during vocabulary lessons in three different conditions: (a) online game and vocabulary instruction, (b) online game only, and (c) paper game and vocabulary instruction. In every condition students’ vocabulary was tested before, directly after and four weeks after the lessons took place. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant learning effect for conditions in which teachers used vocabulary instruction additional to the game (both paper and digital). Comparison between the three conditions showed the highest learning effect on both the post- and retention test was achieved by students that played the online game and received the corresponding instruction. Teachers were excited about students’ performance and enthusiasm. All teachers thought Word Score 2 fit their usual program and would be willing to replace the conventional vocabulary method.
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SITE 2013
Maaike Heitink
Petra Fisser
Joke Voogt
Educational Sciences
University of Twente
The Netherlands
LEARNING VOCABULARY THROUGH A SERIOUS GAME IN PRIMARY EDUCATION
2
Introduction
Why this study
Theoretical underpinnings
Serious games and vocabulary
The serious game and supporting materials
Research question
Method
Results
Conclusions & Discussion
CONTENTS
Introduction Theory Game Research Question Method Results Conclusion
Learning Vocabulary Through a serious game in Primary Education March – 2013
3
WHY THIS STUDY?
‘FC Twente – Scoring in the Community‟
“Noaberschap”
One of the projects is Word Score, which includes a serious vocabulary
game.
Response to vocabulary deficiencies in the areas around the soccer
stadium, where people with lower economic status live.
Learning Vocabulary Through a serious game in Primary Education March – 2013
Introduction Theory Game Research Question Method Results Conclusion
4
WHY THIS STUDY?
Learning Vocabulary Through a serious game in Primary Education March – 2013
Vocabulary has impact on many educational subjects and thus plays an
important role in students‟ school performances.
Serious games can have positive effect on students‟ performance
Fits with what students experience in their „own world‟.
(e.g. Cöp, 2009; Boyan & Sherry, 2011; Leemkuil, 2011)
Introduction Theory Game Research Question Method Results Conclusion
5
SERIOUS GAMES IN VOCABULARY EDUCATION
Important motivational factors for effective serious games:
Attractive context and interface
Interaction and competition
Immediate visual feedback
The fun factor
A certain level of control over own learning
Effectiveness of ICT applications in education mostly depends on the way
teachers integrate ICT applications in teaching and learning.
Learning Vocabulary Through a serious game in Primary Education March – 2013
(e.g. Peterson, 2010; Smit, M., Coppes, W., Fisser, P., & Voogt, J. (2009). Hermans et al., 2008; Hofer & Swan, 2008)
Introduction Theory Game Research Question Method Results Conclusion
6
WORD SCORE
Learning Vocabulary Through a serious game in Primary Education March – 2013
Online serious game and corresponding educational materials
600 words divided in 10 themes (e.g. Halloween, health, school, wild life,
the weather, etc.).
Intended for K5. K6-7 are being implemented now.
Every theme takes playing the game 30 minutes a week for four weeks
Introduction Theory Game Research Question Method Results Conclusion
7
WORD SCORE
Learning Vocabulary Through a serious game in Primary Education March – 2013
Educational model for learning new vocabulary (Verhallen & Verhallen, 1994)
4. Testing 3. Consolidating new words
1. Activating prior knowledge
2. Explaining new words (give meaning)
In g
am
e
In c
lass
Introduction Theory Game Research Question Method Results Conclusion
8
WORD SCORE LESSON PLANS
Learning Vocabulary Through a serious game in Primary Education March – 2013
Introduction Theory Game Research Question Method Results Conclusion
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WORD SCORE ONLINE SERIOUS GAME
Learning Vocabulary Through a serious game in Primary Education March – 2013
Motivational element
Introduction Theory Game Research Question Method Results Conclusion
10
WORD SCORE ONLINE SERIOUS GAME
Learning Vocabulary Through a serious game in Primary Education March – 2013
Learning element (vocabulary test)
Introduction Theory Game Research Question Method Results Conclusion
11
WORD SCORE ONLINE SERIOUS GAME
Learning Vocabulary Through a serious game in Primary Education March – 2013
Motivational element
Introduction Theory Game Research Question Method Results Conclusion
12
WORD SCORE ONLINE SERIOUS GAME
Learning Vocabulary Through a serious game in Primary Education March – 2013
Learning element
Introduction Theory Game Research Question Method Results Conclusion
13
WORD SCORE TEACHER ENVIRONMENT
Learning Vocabulary Through a serious game in Primary Education March – 2013
Introduction Theory Game Research Question Method Results Conclusion
14
RESEARCH QUESTION
What are the learning effects of the serious game ‘Word Score’ on
the vocabulary of students?
Teacher and student experiences.
Learning Vocabulary Through a serious game in Primary Education March – 2013
Immediate effects Retention effects
Studies in relation to learning effects of serious games are limited
Introduction Theory Game Research Question Method Results Conclusion
15
METHOD DESIGN – QUASI EXPERIMENTAL
Learning Vocabulary Through a serious game in Primary Education March – 2013
A. Instruction + serious game
B. Serious game
C. Instruction + paper game
Three conditions:
Introduction Theory Game Research Question Method Results Conclusion
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WORD SCORE PAPER VERSION
Learning Vocabulary Through a serious game in Primary Education March – 2013
Paper games that match the digital version as much as possible.
Introduction Theory Game Research Question Method Results Conclusion
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Digital game +
instruction
5 101
Digital game
3 55
Paper game +
instruction 2 50
Total 10 206
METHOD
Teachers
(9 schools)
Learning Vocabulary Through a serious game in Primary Education March – 2013
K4-6 students
Introduction Theory Game Research Question Method Results Conclusion
RESPONDENTS
18
METHOD
Learning Vocabulary Through a serious game in Primary Education March – 2013
Vocabulary pre-test
Student questionnaire
PROCEDURES AND INSTRUMENTS
Introduction Theory Game Research Question Method Results Conclusion
19
METHOD
Learning Vocabulary Through a serious game in Primary Education March – 2013
4 w
ee
ks
Vocabulary pre-test
Student questionnaire
60 words matching the theme Halloween
Word Score in three conditions:
A. Instruction +
serious game
B. Serious game C. Instruction +
paper game
Introduction Theory Game Research Question Method Results Conclusion
PROCEDURES AND INSTRUMENTS
20
METHOD
Learning Vocabulary Through a serious game in Primary Education March – 2013
4 w
ee
ks
Vocabulary pre-test
Student questionnaire
Vocabulary post-test
Student questionnaire & teacher interview
60 words matching the theme Halloween
Word Score in three conditions:
A. Instruction +
serious game
B. Serious game C. Instruction +
paper game
Introduction Theory Game Research Question Method Results Conclusion
PROCEDURES AND INSTRUMENTS
21
METHOD
Learning Vocabulary Through a serious game in Primary Education March – 2013
4 w
ee
ks
4 w
ee
ks
Vocabulary pre-test
Student questionnaire
Vocabulary post-test
Student questionnaire & teacher interview
Vocabulary retention-test (same as post-test)
60 words matching the theme Halloween
Word Score in three conditions:
A. Instruction +
serious game
B. Serious game C. Instruction +
paper game
Introduction Theory Game Research Question Method Results Conclusion
PROCEDURES AND INSTRUMENTS
22
RESULTS LEARNING RESULTS WITHIN CONDITIONS
Learning Vocabulary Through a serious game in Primary Education March – 2013
No significant differences between sexes
Immediate effects (post vs pre)
Significant learning effects for conditions:
Retention effects (retention vs pre)
Significant learning effects in all conditions:
Retention effects (retention vs post)
Significant learning effects for conditions:
No significant change for condition:
Introduction Theory Game Research Question Method Results Conclusion
23
RESULTS LEARNING RESULTS BETWEEN CONDITIONS
Learning Vocabulary Through a serious game in Primary Education March – 2013
ANCOVA showed significant differences between conditions for both post-
test and retention-test values corrected for pretest results.
Posthoc analysis showed significant differences on….
− Post-test, between A & B (p<0.0001) and B & C (p<0.0001)
− Retention-test, between A & B (p<0.0001) and A & C (p= 0.034)
Effect sizes between dcorr post-test dcorr retention-test
A - B
0.86 0.46
A - C
0.25 0.96
B - C
(-)0.39 0.39
Introduction Theory Game Research Question Method Results Conclusion
24
RESULTS LEARNING RESULTS BETWEEN CONDITIONS
Learning Vocabulary Through a serious game in Primary Education March – 2013
ANCOVA showed significant differences between conditions for both post-
test and retention-test values that were corrected for pretest results.
Posthoc analysis showed significant differences on….
− Posttest, between A & B (p<0.0001) and B & C (p<0.0001)
− Retention-test, between A &B (p<0.0001) and A & C (p= 0.034)
Effect sizes between dcorr post-test dcorr retention-test
A - B
0.86 0.46
A - C
0.25 0.96
B - C
(-)0.39 0.39
Introduction Theory Game Research Question Method Results Conclusion
25
EXPERIENCES
Learning Vocabulary Through a serious game in Primary Education March – 2013
STUDENTS
Word Score is
fun!
We learned
from Word
Score
Difficulty was
just right
Introduction Theory Game Research Question Method Results Conclusion
26
EXPERIENCES
Learning Vocabulary Through a serious game in Primary Education March – 2013
TEACHERS (N=8)
Fits my vision
on education (N=8)
Willing to replace
conventional
vocabulary method (N=7)
Word score
expands vocabulary
of my students (N=8)
Positive about
usability for game
and instruction (N=8)
Time needed as
exacted (N=8)
Motivation increased (N=2)
Motivation constant (but high) (N=3)
Motivation decreased (N=2)
Introduction Theory Game Research Question Method Results Conclusion
27
CONCLUSION & DISCUSSION
Learning Vocabulary Through a serious game in Primary Education March – 2013
Significant long term learning effects in all conditions
Significant immediate learning effects for conditions that integrated instruction and
(paper or digital) game.
Introduction Theory Game Research Question Method Results Conclusion
Largest learning effect for the condition where teachers gave instruction and
students played the digital version of the game.
Continued learning effects for conditions that played the (digital) serious game
28
Significant long term learning effects in all conditions
Significant immediate learning effects for conditions that integrated instruction and
(paper or digital) game.
Largest learning effect for the condition where teachers gave instruction and
students played the digital version of the game.
Continued learning effects for conditions that played the (digital) serious game
CONCLUSION & DISCUSSION
Learning Vocabulary Through a serious game in Primary Education March – 2013
Introduction Theory Game Research Question Method Results Conclusion
29
CONCLUSION & DISCUSSION
Learning Vocabulary Through a serious game in Primary Education March – 2013
Teachers were excited about students‟ enthusiasm and performance.
Teachers thought it fit their usual program and were willing to replace the
conventional vocabulary method.
Students agreed that Word Score is instructive and fun, especially the students in
the conditions that played the digital version of the game
Introduction Theory Game Research Question Method Results Conclusion
30
The serious game Word Score can improve vocabulary, especially in
combination with teacher instruction.
Future:
Scaling up to the Dutch national team and/or more soccer clubs
Exploration of Word Score for other target audiences (ESL, etc.)
CONCLUSION & DISCUSSION
Learning Vocabulary Through a serious game in Primary Education March – 2013
Introduction Theory Game Research Question Method Results Conclusion
32
EXAMPLES OF TEACHER USE
Learning Vocabulary Through a serious game in Primary Education March – 2013
