Contructing a website supporting learning instruction using digital games = xây dựng website hỗ trợ dạy học sử dụng trò chơi số

TRƯỜNG ĐẠI HỌC BÁCH KHOA HÀ NỘI LUẬN VĂN THẠC SĨ Xây dựng website hỗ trợ dạy học sử dụng trò chơi số Contructing a website supporting learning instructions using digital games Batyr Allamuradov allamuradov.BCB190328@sis.hust.edu.vn Ngành Lý luận phương pháp dạy học Giảng viên hướng dẫn: Nguyen Thi Thanh Tu School: School of Engineering Pedagogy Chữ ký GVHD HA NOI, 9/2021 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc BẢN XÁC NHẬN CHỈNH SỬA LUẬN VĂN THẠC SĨ Họ tên tác giả luận văn: Batyr Allamuradov Đề tài luận văn: Xây dựng website hỗ trợ dạy học sử dụng trò chơi số Chuyên ngành: Lý luận phương pháp dạy học Mã số SV: B190328 Tác giả, Người hướng dẫn khoa học Hội đồng chấm luận văn xác nhận tác giả sửa chữa, bổ sung luận văn theo biên họp Hội đồng 26 tháng năm 2021 với nội dung sau: 1- Trong phần mở đầu luận văn, cần nêu rõ vấn đề sau: Lý chọn đề tài; Mục đích nghiên cứu; Đối tượng nghiên cứu; Phạm vi nghiên cứu; Nhiệm vụ nghiên cứu; Giả thuyết khoa học; Các phương pháp nghiên cứu; Cấu trúc luận văn  Học viên xin tiếp thu bổ sung vào trang (Summary of the master’s thesis) có đề mục bao gồm: chi tiết lý chọn đề tài Trình bày mục đích nghiên cứu; đối tượng, phạm vi phương pháp nghiên cứu lý thuyết lấy ý kiến chuyên gia qua phiếu khảo sát Và bổ sung cấu trúc luận văn gồm chương 2- Bổ sung thêm chương nội dung khảo sát lấy ý kiến chuyên gia tính khả thi website hỗ trợ dạy học sử dụng trò chơi số  Học viên xin tiếp thu bổ sung nội dung phiếu khảo sát, kết khảo sát 20 chuyên gia lĩnh vực giáo dục vào chương (bổ sung từ trang 42 đến trang 49) Dựa vào số liệu biểu đồ mà chuyên gia đưa ra, học viên phân tích tính khả thi, khả áp dụng trị chơi số giáo dục 3- Viết lại phần tài liệu tham khảo xác theo thứ tự danh sách tài liệu tham khảo thiếu tài liệu tham khảo tác giả Việt Nam  Học viên xin tiếp thu bổ sung, chỉnh sửa tài liệu tham khảo liên quan đến luận văn (trang 56, 57) Ngày tháng năm 2021 Giáo viên hướng dẫn Tác giả luận văn Nguyễn Thị Thanh Tú Batyr Allamuradov CHỦ TỊCH HỘI ĐỒNG Nguyễn Thị Hương Giang Mẫu 1c DEDICATIONS I'd want to express my gratitude to Prof Thai The Hung, Dr Nguyen Thi Huong Giang, Dr Nguyen Thi Thanh Tu, Ms Lien offered encouragement and guidance throughout the course of preparing my thesis I am particularly appreciative to those who submitted case studies and shared their experiences Additionally, I would like to express my gratitude to everyone who has generously assisted me in obtaining permission to use the screen images that appear throughout this thesis Finally, I'd want to express my heartfelt gratitude to my long-suffering thesis, who has managed to keep me sane over the last year with my steadfast support and good counsel Giáo viên hướng dẫn Ký ghi rõ họ tên SUMMARY OF THE MASTER'S THESIS Topic: Constructing a website supporting learning instructions using digital games Thesis author: Batyr Allamuradov Instructor: Dr Nguyen Thi Thanh Tu Key word (Keyword): Learning with Digital Games Summary content: Reasons for choosing the topic Developing a website supporting learning instructions using digital games Why did I choose to write a thesis about using a digital game? Because digital game-based learning presents questions of acceptability and appropriateness in the setting of higher education, it is critical for practitioners to explain their actions and demonstrate the effectiveness of the innovation There is still a dearth of data about the approach’s efficacy not because it is not a viable technique for improving teaching and learning, but simply because the area lacks strong study proof I believe it is important to assess the usage of digital games for learning in higher education for two reasons To begin, research assessment may be used to demonstrate the effect of a new teaching technique on a variety of factors, including student learning and development, application of learning in the real world, student experience, and motivation Without assessment, it is difficult to determine whether or not the game was a success or to demonstrate its efficacy Second, doing study into the efficacy of any games you employ will allow you to pinpoint parts of the game-based learning package that need further attention Research purpose Learning with digital games: a practical guide to engaging students in higher education aims to provide a straightforward introduction to the creation and use of computer games to support learning, teaching, and assessment with adult learners Research object Using IT to teaching English in high school Research scope The developing a website supporting learning instruction using digital games in teaching English subject at high school Research methods The research methods are the theoretical research method: document collection, document research Experimental method, survey, mathematical statistics… Concise summary of the main content and new contributions of the author higher education teaching and learning professionals, learning with digital games provides an accessible, straightforward introduction to the field of computer game-based learning Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view of the use of computer games with adults Conclude The assessment of digital game-based learning is another key issue, and it is important to ensure that any assessment is appropriate and valid The introduction of game-based learning is a good opportunity to think about the way in which a course is assessed and to try new approaches As in all aspects of introduction of a teaching innovation, evaluation is important to ensure that your practice is effective and to improve the way that teaching, learning and assessment is carried out Thesis Organization The thesis consists of three chapters: Chapter 1: Theoretical and practice foundation of teaching through digital game Chapter 2: Designing a model of teaching with digital games in English subject in secondary / high school Chapter 3: Teaching experiment and assessment TABLE OF CONTENTS CHAPTER THEORETICAL AND PRACTICE FOUNDATION OF TEACHING THROUGH DIGITAL GAME 1.1 Overview of research on digital games in Vietnam and the world 1.1.1 Defining digital games for learning 1.1.2 Teaching with digital game 1.2 Main concepts of teaching young learners with digital games 1.2.1 Learning objectives 11 1.2.2 Teaching young learners with digital games 13 1.3 Why use digital games for learning? 14 1.4 Model teaching with digital games 16 1.5 Principles of teaching with digital games 16 1.6 The reality of teaching with digital games 19 CHAPTER DESIGNING A MODEL OF TEACHING WITH DIGITAL GAMES IN ENGLISH SUBJECT IN SECONDARY / HIGH SCHOOL 25 2.1 Characteristics of teaching English in secondary/ high school Sitemap website 25 2.2 HTML (Hypertext Markup Language) 26 2.3 CSS (Cascading Style Sheet) 29 2.4 JavaScript 30 CHAPTER TEACHING EXPERIMENT AND ASSESSMENT 34 3.1 Purpose of teaching experiment and assessment 34 3.2 Content of teaching experiment and assessment 34 3.3 Method of teaching experiment 35 3.4 3.3.1 Experimental object 37 3.3.2 Prepare the experiment 38 3.3.3 Conducting the Experiment 39 Assessment and processing of experiment results 41 3.4.1 Qualitative results 41 3.4.2 3.5 Quantitative assessment 42 Survey on Teaching with Digital Games 42 CONCLUSIONS 50 References 56 LIST OF FIGURES Figure Using digital games to educate as a model Figure Instructional models allow students to participate in strong cognitive and social tasks Figure Various methods may be used in conjunction with learning theories 16 Figure Game-based learning in teaching techniques………………………….24 Figure Designing a model of teaching with digital games 25 Figure Integrate games in teaching methods 26 CHAPTER THEORETICAL AND PRACTICE FOUNDATION OF TEACHING THROUGH DIGITAL GAME 1.1 Overview of research on digital games in Vietnam and the world The rapid development of information technology has provided numerous supports for teaching Integrating information technology into teaching activities has become a trend and a requirement for practitioners to facilitate learners to achieve the best outcome in the new era Recently, the use of digital game-based activities for teaching and learning has emerged and brought undeniably impressive benefits Regarding education in Viet Nam, various changes have emerged in the methods of teaching over the past few years due to the growth of digital era These changes happened to create fun and engaging learning environment to learners In line with the aim to amplify students the research is utterly significant to teaching because without sufficient knowledge, students are unable to understand others, to express their own ideas straightforwardly and to adapt to the growing pace of technology or meet the demand of competitive labor market It leads to the barrier of successful communication and career ladder Some authors such as [1] Phan Huynh Anh Hoa, (2013), Le Thi Kim Oanh (2020), Le Bich Ngoc (2014) have paid attention to research and compile several games and learning games The systems of games and learning games mentioned by the authors are mainly aimed at consolidating knowledge for several subjects such as: Forming elementary math symbols, getting acquainted with the environment, surroundings training the senses of attention, memory, development of thinking and language for students The authors are especially interested in the developmental meaning of learning games, not only in the development of the senses but also in the development of the learners' general psychological functions However, in these studies, they have not studied the construction and use of teaching games for the cognitive process of learners Full name: Age: ………………… Years of teaching: ……………………… Sex: ……………………………………… Department / Institute: ……………………………………… Branch: ……………………………………… Very agree (5) Agree (4) Partially agree (3) Disagree (2) Very much disagreement (1) Digital game helps to expose human beings' inherent talents and capacities and to develop them into stronger, more mature, more creative individuals The digital game is described as the capacity to use digital technologies to obtain and disclose information Despite the fact digital educational games demonstrate great potential of evolving and becoming integrated in teaching and learning, their application demands attention in order to exclude all possible weak points from their proper function The students can use either their smartphone or laptop to practice and answer in the games (math game and environment game) from website “http://gamedigital.yangyinhouse.com/game_digital.html” is used for their classroom needs Being able to participate in the projects allows teachers to engage in the activities which can also encourage students to want to take part if they see that their teacher is responsible as well, to lean on one another when stuck, and so on Many learners also want to assist others when they encounter problems, and the assistance and encouragement they got from teammates during game play contributed to their successful learning While students are engaged in the game, the instructor rounds the room, asking questions and assisting pupils in identifying the game's objective While play-based learning is widely used in the lower grades, it is less usually used in the higher elementary and secondary schools Additionally, video game activity increases grey matter in regions of the brain involved in spatial navigation, strategic planning, working memory, and motor function 10 Visual learners are particularly accessible via the digital gaming experience since visuals are the primary mode of information transmission to the player in the majority of games 43 Results by after getting 20 responses of educational experts (a) Information of Occupation - Years of teaching: Years of teaching < years 5-10 years 10-20 years >20 years - Sex: (b) Opinions of experts 44 This graphic shows you that 40% of experts agree strongly and another 40% agree, and 20% partially agree that digital games help to expose human beings’ inherent talents and capacities and to develop them into stronger, more mature, more creative individuals This graphic shows you that 30% of experts agree strongly, 55% experts agree, 10% partially agree and 5% of experts disagree that the digital game is described as the capacity to use digital technologies to obtain and disclose information 45 This graphic shows you that 25% of experts agree strongly, and 45% agree and 30% partially agree that despite the fact digital educational games demonstrate great potential of evolving and becoming integrated in teaching and learning, their application demands attention to exclude all possible weak points from their proper function This graphic shows you that 55% of experts agree strongly, and 40% agree 5% partially agree that the students can use either their smartphone or laptop to practice and answer in the games (math game and environment game) from http://gamedigital.yangyinhouse.com/game_digital.html is used for their classroom needs 46 This graphic shows you that 40% of experts agree strongly, and 55% agree 5% partially agree that being able to participate in the projects allows teachers to engage in the activities which can also encourage students to want to take part if they see that their teacher is responsible as well, to lean on one another when stuck, and so on This graphic shows you that 35% of experts agree strongly, and 45% agree 20% partially agree that many learners also want to assist others when they encounter problems, and the assistance and encouragement they got from teammates during game play contributed to their successful learning 47 This graphic shows you that 40% of experts agree strongly and another 40% agree, and 20% partially agree that while students are engaged in the game, the instructor rounds the room, asking questions and assisting pupils in identifying the game's objective This graphic shows you that 35% of experts agree strongly, 30% agree, 25% partially agree and 10% disagree that while play-based learning is widely used in the lower grades, it is less usually used in the higher elementary and secondary schools 48 This graphic shows you that 40% of experts agree strongly, 30% agree, 25% partially agree and 5% disagree that additionally, video game activity increases grey matter in regions of the brain involved in spatial navigation, strategic planning, working memory, and motor function This graphic shows you that 35% of experts agree strongly and another 60% agree, and 15% partially agree that visual learners are particularly accessible via the digital gaming experience, since visuals are the primary mode of information transmission to the player in most games 49 CONCLUSIONS In this final chapter I draw together some of the key points from the previous parts of the thesis and reflect on the current state of play of digital games for learning in higher education, looking at areas where I think future research would be valuable This chapter also highlights some of the challenges for learning with digital games and considers key areas for future research I hope that by the time you have reached this chapter you have gained an overview of the theoretical context of digital games in higher education and have found my arguments for their use convincing I hope also that you have generated your own ideas for designing games in your own teaching and learning context and have identified the next steps you need to take to make the use of your game a reality As I saw in the three chapters on the pedagogic theory underpinning the use of digital games for learning, there are strong links between certain types of game and constructivist learning theory I firmly believe that it is in this area – the development of higher-level skills such as evaluation, critical thinking, synthesis, and analysis – those games have the most potential in higher education Although there are also applications in memorization and development of knowledge and skills, and games clearly have a role to play there, I feel that if I ignore their potential as active learning environments, I’m missing most of what they have to offer I explored what I mean by a digital game for learning, using an open definition; many researchers have written a great deal about the definition of games, and I’m not convinced that seeking a definition is useful By adopting an inclusive definition, it is possible to look at a whole range of game- like activities for learning, rather than excluding something valuable because it is ‘not a game’ 50 I feel that in the arena of higher education in particular the acceptability of digital game-based learning is a key – and often overlooked – issue Too much attention is often given to the perceived motivational benefits without consideration of pedagogic appropriateness It is crucial that when using digital games for learning in this context, the educational rationale is clear, and communicated to the students: the game must be the most effective and appropriate way to teach and learn A further pedagogic issue is that of the novelty value of computer games, both for teachers and learners Any teaching innovation may be interesting for its own sake, but it is only once digital game-based learning becomes established and widespread, and we have the benefits of studies carried out over time, that we will be able to see what the effect of novelty is The second three chapters focused on the practical issues of using gamebased learning in higher education Unfortunately, there is no single gamebased solution that will work for all disciplines, but several factors – such as the profiles of the students, the nature of the subject discipline, the experience of the teacher and the scope for designing the course – will influence how it can be implemented While guidelines have been provided for good practice, it is important to think of them critically rather than as absolutes, as some may not be appropriate in each situation It is important that you think about game-based learning as you would any other educational innovation or modification of course design and consider how it will fit within the procedures and regulations of the institution The different models of integration of digital games into a course will be appropriate for different circumstances The assessment of digital game-based learning is another key issue, and it is important to ensure that any assessment is appropriate and valid The introduction of game-based learning is a good opportunity to think about the way in which a course is assessed and to try new approaches As in all aspects of introduction of a teaching innovation, evaluation is important to 51 ensure that your practice is effective and to improve the way that teaching, learning and assessment is carried out The next three chapters of the thesis focused on the different technologies that can be used to implement digital games, and I have tried to provide an overview without expecting you to become in any way expert in a specific technology It is likely that many people will never develop games for themselves, but hopefully these chapters will have given you an overview of the options and technologies available The website that accompanies the thesis provides up-to date links to more technical detail and to the development products discussed The final chapter in this section has also, I hope, given you an idea of where I think the real potential for digital games for learning lies in higher education in the coming years These chapters aimed to provide an insight into whether you want to find an existing game (and how to evaluate it) or to develop one from scratch (there are also links to many online games sites on the website) Whichever option you go for, using digital game-based learning is never going to be easy Introducing any innovation into higher education will be met by people who are not willing to change, systems that don’t accommodate, and technology that doesn’t work as expected; and learning with computer games won’t work for everyone However, hopefully this thesis has enthused you to start investigating the potential of digital game- based learning in your teaching For digital game-based learning to be accepted within the academic community, it is important that it does not fall off the research agenda, and that we continue to question and evaluate our practice in the field There are a number of directions for future research in games in higher education that interest me in particular: the potential for evaluating large-scale development and implementation of game-based learning; the use of indepth qualitative investigative techniques and large-scale quantitative studies; investigation into the perception of three-dimensional 52 environments; research into novel and experimental interface designs; and the potential for the design of asynchronous games for use in virtual learning environments to support distance learners Large-Scale Development and Implementation One of the limitations of much of the research into game-based learning in higher education is that it is small-scale An obvious future direction for research is to implement digital game-based learning on a larger scale, for example its use across a unit or programmer built around a game-based environment, or delivered in an immersive game-like environment, which would enable a more rigorous evaluation of the effects on CC would be to undertake more mixed-method studies, combining qualitative explorative work in the field of game-based learning, with more robust and rigorous quantitative research: for example, ethnographic investigations into virtual gaming communities or a larger phonomyography study into the ways in which people perceive computer games in higher education, looking at different populations of individuals to discover the factors that make games appropriate for learning in different student populations, in terms of, say, subject, age, gender and previous experience with computer games; coupled with examination of evidence of the link between engagement and learning and comparative experimental designs using a control group Although there is an intuitive link between engagement in an activity and learning from it, there is little research evidence detailing the nature or extent of the relationship Correlation of measures of learning and measures of engagement using the same group of learners in future studies would allow this relationship to be explored in greater detail and provide empirical evidence of the extent to which increased engagement is related to increased learning This type of rich qualitative research coupled with quantitative analysis would try to better understand the nature of gamebased learning from the perspectives of the range of individuals that are 53 involved in the phenomenon Qualitative analysis of this sort would also enable the investigation of more sensitive topics of study relating to games and game-playing such as game addiction, the link between aggression and certain types of game, and gender roles and stereotyping in gaming environments There is a clear need for empirical studies that provide real evidence of learning with games so that traditional teaching models can be compared with new learning methods, to get a true picture of the educational value of innovations Three-Dimensional Environments A small number of users I’ve encountered in my own research appear to find it particularly difficult to navigate in three-dimensional virtual environments It should be possible to undertake further research in this area to examine the links between visual awareness and spatial perception and to consider ways in which three-dimensional interfaces could be adapted to support navigation and users with less experience of them It would also be interesting to examine the cause-and-effect relationship: some individuals not play three-dimensional games because of a lack of spatial ability or they have less well-developed spatial abilities because they play fewer computer games of this type? If the latter, then there would be strong evidence for the acquisition of spatial skills through gaming Interaction Devices A fourth area of interest for future research would be to consider alternative methods of interaction between game interfaces and players, with a particular focus on investigating the emerging range of interface devices used on console games machines, for example dance mats, microphones, and controllers that are sensitive to movement This would enable consideration of the development of games for learning physical skills and provide games that would appeal to people who are motivated to play games for the physical challenge 54 Future research in this area could also examine the range of ways that individuals in collaborative virtual environments could be represented, how they could interact with a range of different devices, and the methods of interaction with other people who are present in the environment Issues of accessibility are particularly relevant here, as the use of game-based learning environments may create an inequitable experience for those learners with less experience or with physical or cognitive disabilities 55 References [1] Author: Phan Huỳnh Ánh Hoa; Advisor: Ngô Quang Huân (2013) Author: Trương Thị Kim Oanh; Instructor: Nguyễn Thị Thanh Huyền, (2020); Author: Lê Bích Ngọc; Instructor: Tạ Bá Hưng (2014) [2] Author: Nguyễn, Thị Ánh Tuyết; Advisor: Trần, Anh Tài, người hướng dẫn (2014) [3] Author: TS Trần Thị Ngọc Trâm, (2019) [4] Ibrahim, L F M., Yatim, M H M., & Masran, M N (2015) [5] Letchumanan, K., Tan, B H., Paramasivam, S., Sabariah, M R., & Muthusamy, P (2015) [6] Yip, F W M., & Kwan, A C M (2006) [7] Riahipour, P., & Saba, Z (2012) [8] Efendi, E (2013) The use of games to improve vocabulary mastery [9] D Benyon, P Turner & S Turner (2005) Designing Interactive Systems [10] J Harvey (Ed.) (1998) Evaluation Cookbook Edinburgh: Heriot-Watt University (retrieved on Jan 2009 from http://www.icbl.hw.ac.uk/ltdi/ cookbook/cookbook.pdf) [11] J P Gee (2003) What Video Games have to teach us about Learning and Literacy? New York: Palgrave Macmillan [12] K Oxland (2004) Gameplay and Design Harlow: Addison-Wesley [13] M J P Wolf (2001) Genre and the video game In M J P Wolf (Ed.) [14] M Densombe (2002) Ground Rules for Good Research: A 10 Point Guide for Social Researchers Maidenhead [15] C Robson (2002) Real World Research Malden, MA: Blackwell [16] S de Freitas, C Savill-Smith & J Attewell (2006) Computer Games and Simulations for Adult Learning 56 [17] C Bateman (Ed.) (2007) Game Writing: Narrative Skills for Videogames Boston, MA [18] M Krawczyk & J Novak (2006) Game Development Essentials: Game Story and Character Development Clifton Park, NY: Delmar Learning [19] D Benyon, P Turner & S Turner (2005) Designing Interactive Systems Harlow: Addison-Wesley [20] J Harvey (Ed.) (1998) Evaluation Cookbook Edinburgh: Heriot-Watt University [21] J P Gee (2003) What Video Games must teach us about Learning and Literacy? New York: Palgrave Macmillan [22] J N Robbins, Learning web design: A beginner's guide to HTML, CSS, JavaScript, and web graphics " O'Reilly Media, Inc.", 2012 [23] J Duckett, HTML & CSS: design and build websites Wiley Indianapolis, IN, 2011 57 ... successful use of digital games as a form of instruction Be familiar with digital games that may be used in the classroom as a learning resource and their anticipated educational advantages Recognize... mobile games are all examples of digital games In this sense, a digital game is a kind of personal media that integrates the digital, interaction, verticality, variety, and modularity characteristics... a website supporting learning instructions using digital games Why did I choose to write a thesis about using a digital game? Because digital game-based learning presents questions of acceptability