Learning vocabulary through a serious game in Primary Education
Maaike Heitink, Petra Fisser, Joke Voogt, University of Twente, Netherlands
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study explored the effect of a serious game on the vocabulary of students in primary education. 206 students and 10 teachers used the game during vocabulary lessons in three conditions: (a)online game and vocabulary instruction, (b)online game only, and (c)paper game and vocabulary instruction. Both immediate learning and retention effects were examined. Additionally a student questionnaire and teacher interview regarding their experiences has been employed. Results show a significant learning effect for conditions in which vocabulary instruction was used 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 the game fit their usual program and would replace the conventional vocabulary method.
Heitink, M., Fisser, P. & Voogt, J. (2013). Learning vocabulary through a serious game in Primary Education. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2845-2850). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).