According to a survey published in 2013 nearly every youth spends roughly 180 minutes online every day during the school week (MPFS 2013: 64). Of the asked adolescents, 45% said that they play computer, console or online games regularly and gave the estimate of “76 minutes on weekdays and 101 minutes on weekends” (MPFS 2013:65) spend playing digital games.
There is a term for all those born after the 1970s, that grew up surrounded and using technology on a daily basis: digital natives (Schoolnet 2009: 6). This new generation of born natives uses digital devices with little to no instruction. One could say they are fluent or literate in this 'language'. These digital natives use this technology based language to communicate, express themselves, as well as to understand and manipulate their environment. They use social networking sites as well as digital games, often combined with each other, to entertain themselves.
Through their constant use digital natives are used to an environment, which constantly rewards them for things like endurance (daily log in rewards) or finishing things in a timely matter (finishing in a quest in a certain time frame). This kind of reward system is what they expect in the classroom. A traditional classroom environment may not be motivating enough for this new generation of learners (Schoolnet 2009: 6).
This term paper deals with digital games in the English foreign language classroom (EFL). As students clearly enjoy playing these games and are motivated to do so on a nearly daily basis, why not use this kind of motivation to learn English? In the following the theory behind the usage and advantage of digital games in the classroom is outlined. In the end there is a teaching proposal for a unit, that uses an online game to teach historical facts and events.
Table of Contents
1. Introduction
2. Theory: Digital Games in a Classroom
2.1 Relevance of Multiliteracies and Multimedia Content in the EFL Classroom
2.2 Video Games in the EFL classroom
2.3 A Guidline to Using Digital Games in the Classroom
3. Analysis of Teaching Material
3.1 Background Information about the Video Game Used
3.2 Technical Information
3.3 The Story of the Game
4. Teaching Proposal
4.1 Information about Teaching Unit
4.2 What happens in the Used Part of the Game?
4.3 Lesson Plan Overview
5. Appendix
5.1 Possible Animations
5.2 Worksheets
5.2.1 Worksheet “Boston Massacre”
5.2.2 Worksheet Vocabulary Activities
6. Works Cited
Research Objective and Topics
The primary objective of this paper is to explore the pedagogical integration of digital video games within the English Foreign Language (EFL) classroom as a motivational and effective tool for teaching historical facts and language competencies. By leveraging the engagement levels of "digital natives," the work examines how immersive, technology-based environments can supplement traditional learning methods to foster deeper understanding and critical reflection.
- Integration of digital games in the English Foreign Language (EFL) classroom
- Application of "Mission US" to teach American history
- Development of multiliteracies and critical reflection skills
- Practical teaching proposals for 9th and 10th-grade students
- Bridging student motivation with historical education
Excerpt from the Book
3.1 Background Information about the Video Game Used
The teaching unit in this paper is about an online video game called Mission US, which “is a multimedia project that immerses players in U.S. History” (Mission US: About). It was developed for classroom usage and also provides teaching resources. The game as well as the material can be used free of charge. They have been adapted in some part for the use in a foreign language classroom, as they are designed for US students or rather native speakers of English (Mission US: About). The language level of the game is not too complex. There are certain key term that are explained in the game itself. Students in grade 9 or 10 should have little to no problem understanding the game.
To date there are three missions available. These are “For Crown or Colony?” which is about the origins of the American Revolution in Boston, “Flight to Freedom”, here players step into the shoes of a runaway slave, and “A Cheyenne Odyssey”, a game that deals with the treatment of native Americans. There are more missions planned to be released in 2014 and 2015 (Mission US: About).
In this teaching unit Mission 1 “For Crown or Colony? “will be used. The students will play as the character Nathaniel (Nat) Wheeler, who is an apprentice to a printer in 1770 Boston. While the protagonist, as well as a couple of other characters, are fictitious, the events and the historical sources used and shown during game play are authentic. In the game the students will meet Loyalists and Patriots, and they will have to choose sides when the tension in Boston rise resulting in the 1770 Boston Massacre (Mission US: About). Depending on how the students interact with characters in the game as well as how they fulfil their quest there are twelve different endings possible (Mission US: Cheat Sheet).
Chapter Summaries
1. Introduction: Outlines the motivation for using digital games in the classroom based on the habits and digital literacy of "digital natives."
2. Theory: Digital Games in a Classroom: Discusses the theoretical necessity of multiliteracies and the cognitive, motivational, and educational benefits of using video games in an EFL context.
3. Analysis of Teaching Material: Provides an overview of the "Mission US" game project, including its technical requirements and the historical narrative framework.
4. Teaching Proposal: Presents a concrete lesson plan for grade 9 or 10, utilizing the game to facilitate discussions on historical perspectives, political views, and media literacy.
5. Appendix: Contains supplementary materials, specifically worksheets for vocabulary acquisition and post-game reflection regarding the Boston Massacre.
6. Works Cited: Lists the academic and supplementary resources used throughout the paper.
Keywords
Multiliteracies, EFL classroom, Digital Natives, Video Games, Mission US, American Revolution, History, Gamification, Teaching Proposal, Media Competence, Boston Massacre, Language Learning, Digital Media, Education, Historical Simulation
Frequently Asked Questions
What is the core focus of this paper?
The paper examines how digital video games can be utilized as effective, motivating teaching tools within the English Foreign Language classroom to improve historical knowledge and language skills.
What are the central themes of the work?
The central themes include digital literacy (multiliteracies), the intersection of historical education and technology, and the pedagogical application of commercial/serious games in schools.
What is the primary objective of this research?
The primary goal is to provide a practical teaching unit that uses the game "Mission US" to engage students in historical analysis and reflection while practicing their English language skills.
Which scientific methodology is applied?
The work employs a descriptive and analytical approach, combining curriculum-based educational theory with an evaluation of specific digital learning materials and practical classroom application.
What topics are covered in the main section?
The main section covers the theoretical framework of gaming in classrooms, a detailed analysis of the "Mission US" game, and a step-by-step teaching proposal for implementing the unit in a classroom setting.
What characterize the keywords of this work?
The keywords highlight the fusion of digital media, language pedagogy, and historical content, reflecting the interdisciplinary nature of the teaching proposal.
Why is "Mission US" particularly suitable for the EFL classroom?
The game is designed for classroom use, is free of charge, and features a manageable language level for students in grades 9 or 10, while providing authentic historical context.
How does the game handle the complexity of the Boston Massacre?
The game uses short animated vignettes to show different perspectives, forcing students to consider how eyewitness accounts can be biased, thereby training critical thinking skills.
What role do the provided worksheets play in the teaching unit?
The worksheets assist in vocabulary building, guide students through the narrative of the game, and provide structured prompts for post-game discussions and essay writing.
- Quote paper
- Isabelle Humburg (Author), 2014, Multiliteracies in the Foreign Language Classroom. Using Video Games in the FLC, Munich, GRIN Verlag, https://www.grin.com/document/293759
