There is laughter and excitement coming from classroom 201 in the education building. Inside, several teams of English education students are looking at the big screen and their smart phones. They are doing an online quiz that they created with online learning game programs.
These application can create visual quizzes, video quizzes, and speed quizzes for learning math, science, history, and languages like English. Some game-based platforms must be purchased and basic versions of others are free, but users must pay for premium versions of the software. They can play, learn, have fun, and celebrate together.
Some Seowon education professors are using learning game software.
These day, teachers no longer use ‘methods’, but they use different ‘approaches’ to ‘teaching’. One of them is a ‘gamification’, the combination of an education and games. Students like to play games, so these applications can not only arouse interest but also give some benefits for learning language.
Teachers and students can make questions about what they want to teach and learn.
Today in room 204, one student has created a game to review vocabulary form the previous class. Like other online game platforms, this one is collaborative. It allows teachers in the same department, school or district to create, edit, and share learning games. Also, you can view and share detailed reports about student scores with each game.
To know about more details, Seowon News asked English Education Professor Han Hye-ryung. She said teachers don’t have to force students to play games, so students have students intrinsic motivation. Then class atmosphere will be active. Finally, motivated students achieve their goals more easily, and students will also be self-directed. Also, when students have successful experience using a competitive game, they can feel achievement.
However, there are a few problems. In some cases, a learning goal and a purpose of using the game are not organically relevant. Without this organic connection, classes and games may work separately, and there may be nothing left for students after class. Furthermore, there is a limit to the application of games in each class because the types of games that can be applied in each chapter are limited.
Even if it is possible, too many games are boring. Therefore, teachers should form groups to study games that are applicable to learning and must remodel games to permeate learning.
That is, they need to be a betting element within learning, not mainstream, to achieve students' motivation and effective learning goals. Also, in the Korean education system, teachers often recommend playing games in elementary and middle schools, but in high schools, they should sometimes use game elements to encourage students not to get tired because they are close to entrance exams.