Subject Area
Foreign Language Pedagogy
Abstract
This presentation examines some theories of learning at the tertiary level of education, and tests them in a research activity involving games and learning/knowledge. Two Intermediate Spanish classes are engaged in preliminary research to measure the effectiveness of a simple game (hangman) and technology (Responseware/clickers) as practice and review tools versus traditional methods; in formative assessment.
The presentation will consist of reporting on the Quantitative results focusing on the impact of using games in learning on students in the digital age. Student attitudes based on a qualitative survey administered to the students involved will be included in the report.
Both the qualitative and quantitative results will be interpreted in light of Astin’s theory on Student Involvement, a developmental theory for higher education. We also analyze the results as they reflect on some traditional pedagogical theories of learning such as the Subject Matter or Content theory, the Resource theory or the Individualized or Eclectic theory.
Brief Bio Note
Bio in 50-80 words
Dr. Arthur has a multi-disciplinary educational background in languages, international business and international affairs and development. Dr. Arthur holds a bachelor’s degree in French and Spanish, with a minor in English, a master’s degree in Spanish, a second master’s in Business Administration, and a doctorate in International Affairs and development (PhD).
Her diversified experiences derive from her love of teaching and languages. Besides a position as a tri-lingual secretary (Spanish/French/English) at the Spanish Embassy in Ghana, her teaching career spans decades, age groups, and geographical divides.
Keywords
Gaming, Technology, Digital natives, Learning theories, Digital immigrants, Generation Y
Location
Coastal Georgia Center
Presentation Year
2016
Start Date
4-8-2016 3:50 PM
End Date
4-8-2016 4:30 PM
Embargo
11-12-2015
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Arthur, Rosalind, "Technology, Games and Learning in an Intermediate Spanish Class" (2016). South East Coastal Conference on Languages & Literatures (SECCLL). 42.
https://digitalcommons.georgiasouthern.edu/seccll/2016/2016/42
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, Modern Languages Commons, Scholarship of Teaching and Learning Commons
Technology, Games and Learning in an Intermediate Spanish Class
Coastal Georgia Center
This presentation examines some theories of learning at the tertiary level of education, and tests them in a research activity involving games and learning/knowledge. Two Intermediate Spanish classes are engaged in preliminary research to measure the effectiveness of a simple game (hangman) and technology (Responseware/clickers) as practice and review tools versus traditional methods; in formative assessment.
The presentation will consist of reporting on the Quantitative results focusing on the impact of using games in learning on students in the digital age. Student attitudes based on a qualitative survey administered to the students involved will be included in the report.
Both the qualitative and quantitative results will be interpreted in light of Astin’s theory on Student Involvement, a developmental theory for higher education. We also analyze the results as they reflect on some traditional pedagogical theories of learning such as the Subject Matter or Content theory, the Resource theory or the Individualized or Eclectic theory.
