Die Staatsexamensarbeit trägt den Titel “Exploring the Potential of Digital Game Based Learning in the EFL Classroom” und lotet das Potenzial kommerzieller Computerspiele für die Ausbildung von Fach- und Medienkompetenz im Englischunterricht aus. Im Unterschied zu bisherigen Untersuchungen werden Computerspiele dabei nicht als Unterrichtsthema sondern als Werkzeug bzw. Methode unter die Lupe genommen.
Die innovative Arbeit nimmt einen neuen Blickwinkel auf das Thema ein und trägt so zu einem noch sehr jungen Forschungsfeld bei, auf welchem – vor allem in Deutschland – nur wenige Publikationen erschienen sind und welches somit nur in Ansätzen untersucht worden ist.
Table of Contents
1 MAIN MENU – An Introduction
2 NEW GAME – Digital Game Based Learning
3 TUTORIAL – Digital Games
3.1 Definition
3.2 Taxonomy of Games
3.3 Why Do People Play? – The Fascinating World of Games
4 LOAD – Game Studies
4.1 What are Game Studies?
4.2 Ludology vs. Narratology
4.3 Narrative & Interactivity
4.4 Cyberdrama & Cinematography
4.5 The Secret Curriculum
5 OPTIONS – Scratching the Surface: Psychological Studies
5.1 Transfer & “Framing Competence”
5.2 Violence
6 RESUME GAME – Didactic Studies
6.1 The Youth of Today: Digital Natives
6.2 How Do People Learn? Learning Theories and Environment
6.3 A Bad Start
6.4 Legitimation
6.5 Potential
7 SAVE GAME – The Real Deal: Digital Games in School
7.1 The Spoke in the Wheel: Obstacles
7.2 And Still: Examples for successful uses of COTS games in the classroom
7.2.1 DGBL projects
7.2.2 Teaching material
7.3 Choosing a Game
7.4 Implementing a Game
7.4.1 Games as Learning Systems
7.4.2 Strategies for Teachers
7.4.3 Types of Projects
7.4.4 Planning a Project
7.4.5 DGBL Activities in the EFL Classroom
7.5 Assessing Digital Game Based Learning
7.6 In Session
7.6.1 Draft in Progress
7.6.2 Games in the EFL Classroom
8 QUIT – A Summary
Research Objectives and Key Topics
This thesis explores the potential of incorporating commercial off-the-shelf (COTS) digital games into the English as a Foreign Language (EFL) classroom in Germany. It investigates how digital games, which are highly motivating for adolescents, can be utilized as effective didactic tools to support learning objectives and foster media literacy, while addressing the challenges and societal skepticism currently hindering their implementation in formal education.
- The didactic integration of commercial off-the-shelf games into the EFL curriculum.
- Theoretical analysis of game design elements (ludology, narrative, and cyberdrama) to inform teaching strategies.
- Psychological effects of digital games on learners, including motivation, transfer, and media literacy.
- Practical approaches and project examples for teachers to implement games in diverse classroom settings.
- Addressing and overcoming structural and pedagogical obstacles in the German educational system.
Book Excerpt
4.5 The Secret Curriculum
Digital games demand from players a set of complex capabilities (controlling the game, finding the way through the game, using items, etc . . . ). And though most games come with manuals, players rarely consult these manuals extensively before playing but rather get started on the game immediately. That is possible because games are constructed in a way which allows the player to learn all skills and abilities that are needed for the game (= ‘game literacy’) while playing. In that sense, games are immersive Lernumgebungen, denn der Spielende muss bei jedem Spiel erst lernen und verstehen, welche Spielzüge und Spielstrategien erforderlich und Erfolg versprechend sind. Die Bedeutungsmuster der Spielwelten müssen entziffert und decodiert werden. Spieler/innen erstellen beim Spiel permanent sogenannte kognitive Landkarten, damit sie mit ihrem Super Mario z. B. beim nächsten Durchqueren des Levels nicht in die gleichen Fallen tappen (Fileccia et al. 2010: 45).
During the course of the game, learning aids are given to the player which are integrated into the game world and which gradually teach the player all the skills s/he needs to successfully complete the game. Thus, games function as “arranged learning environments” (Bopp 2006b: 9). However, players do not like being taught or guided (since the enjoyment of playing is often very closely connected to the satisfaction of solving problems and puzzles on one’s own), which is why game designers try to avoid the usage of explicit didactic methods and rather ‘camouflage’ didactic strategies. For this reason, digital games are said to have a ‘secret curriculum’.
Summary of Chapters
1 MAIN MENU – An Introduction: This chapter highlights the relevance of digital games in the lives of adolescents and argues for their inclusion in formal education despite common skepticism.
2 NEW GAME – Digital Game Based Learning: The author defines the concept of Digital Game Based Learning (DGBL) and presents a reality check of current usage and research trends in the field.
3 TUTORIAL – Digital Games: This section provides foundational definitions of digital games and examines the motivational factors behind why people play them, such as interactivity and the state of 'flow'.
4 LOAD – Game Studies: This chapter introduces the interdisciplinary field of Game Studies, covering various perspectives like ludology, narratology, and the 'secret curriculum' inherent in game design.
5 OPTIONS – Scratching the Surface: Psychological Studies: The focus here is on the psychological impact of games, specifically addressing transfer processes and the controversial subject of violence in digital media.
6 RESUME GAME – Didactic Studies: This chapter explores the educational potential of games, characterizing today's youth as 'digital natives' and discussing how games align with learning theories and media literacy goals.
7 SAVE GAME – The Real Deal: Digital Games in School: A practical guide that identifies obstacles to implementing DGBL, presents successful project examples, and offers criteria for choosing and planning game-based lessons.
8 QUIT – A Summary: The final chapter synthesizes the main arguments, reaffirming the value of digital games as a valid educational method while calling for more resources and research to support teachers.
Keywords
Digital Game Based Learning, DGBL, Commercial Off-the-Shelf Games, COTS, EFL Classroom, Media Literacy, Game Studies, Ludology, Narratology, Secret Curriculum, Didactic Means, Student Motivation, Media Pedagogic, Transfer Processes, Classroom Implementation
Frequently Asked Questions
What is the core focus of this academic work?
The work focuses on the educational potential of digital games, specifically commercial off-the-shelf games, and how they can be effectively integrated into the German EFL (English as a Foreign Language) classroom as a didactic tool.
What are the central themes discussed in the thesis?
Key themes include the theory of digital game design, the psychological effects of gaming on players, the didactic possibilities of games as tools or topics, and the practical challenges of implementing these methods within school curricula.
What is the primary goal of this research?
The primary goal is to provide a structured argument and practical guidance for educators to overcome skepticism and structural barriers, enabling them to use digital games to support learning objectives and enhance student engagement.
Which scientific methods were applied?
The work employs a comprehensive literature review and theoretical analysis, synthesizing findings from game studies, psychology, and educational theory, and supports these findings with examples from real-world DGBL projects.
What topics are covered in the main section of the paper?
The main section covers technical and pedagogical definitions of games, the academic field of Game Studies, psychological aspects like transfer and aggression, and specific didactical strategies for lesson planning and project implementation.
Which keywords best characterize this research?
Significant keywords include Digital Game Based Learning (DGBL), COTS games, Media Literacy, Game Studies, Didactics, and EFL education.
What is the 'secret curriculum' in the context of digital games?
It refers to the implicit way digital games teach players necessary skills, controls, and strategies through 'stealth teaching' and 'stealth guiding' within the game environment, rather than through explicit instruction.
How does the author address the issue of violence in digital games?
The author discusses various psychological hypotheses (such as habituation and catharsis) and references the General Aggression Model (GAM), concluding that while effects are complex and not monocausal, games can increase aggression marginally, necessitating critical discussion in the classroom.
What specific role do teachers play in a DGBL project?
Teachers are identified as "pedagogical scene-setters" who are essential for framing tasks, facilitating reflection, and connecting in-game experiences to explicit educational goals to ensure that learning actually occurs.
How does the author suggest assessing student performance in DGBL?
Traditional testing is advised against. Instead, the author recommends product-oriented assignments like e-portfolios, final reports, and student presentations that document the learning process rather than just the time spent playing.
- Citar trabajo
- Marie Schneider (Autor), 2011, Exploring the Potential of Digital Game Based Learning in the EFL Classroom, Múnich, GRIN Verlag, https://www.grin.com/document/201318
