Classroom intervention for integrating simulation games into language classrooms: An exploratory study with the SIMs 4

Judy Qiao Wang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

This study explored three forms of classroom intervention: teacher instruction, peer interaction and in-class activities, for the purpose of integrating simulation games into a vocabulary-focused English classroom. The aim was to establish which intervention is most effective, as well as what improvements should be made for future application. The study took the form of a controlled experiment and evaluation of the interventions was based on concurrently collected quantitative and qualitative data. The researcher concluded that while quantitative data failed to confirm any statistical significance between the two groups, qualitative data suggested two forms of intervention, teacher instruction and in-class activities, were effective. Peer interaction, however, did little to promote vocabulary acquisition. The researcher proposes implementing more diversified in-class activities and game quests relating to curriculum goals in existing classroom interventions. The discussion concludes by highlighting promising areas for future research.

Original languageEnglish
Pages (from-to)101-127
Number of pages27
JournalCALL-EJ
Volume20
Issue number2
Publication statusPublished - 2019
Externally publishedYes

Keywords

  • Classroom intervention
  • Computer simulation games
  • Game-based learning
  • Language classroom
  • Sims 4
  • Vocabulary acquisition

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

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