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Subject : Research Methodology Code : GGGB6013

Name : Syafiqah binti Hasram Student ID : P98031


Year : 2019 Task : Literature Synthesis (Task 2)

Article 1 Article 2 Article 3 Article 4 Article 5

Author Mark Anthony Hagit Meishar-Tal Margarida Lucas George Mathew Ekem Ekinci and
Camilleri and Adriana and Miky Ronen Nalliveettil and Talal Mithat Ekinci
Caterina Camilleri Hail Khaled Alenazi

Year of 2017 2016 2014 2016 2017


publication
The Students’ Experiencing A Learning from The Impact of Mobile Perceptions of EFL
Perceptions of Digital Mobile Game and Its Gaming: Teachers’ Phones on English Learners About
Game-Based Learning Impact on Teachers' and Students’ Language Learning: Using Mobile
Title of article Attitudes Towards Perceptions Perceptions of EFL Applications for
Mobile Learning Undergraduates English Language
Learning: A Case
Study

11th European 12th International Journal of Mobile Journal of Language International Journal
Journal name Conference on Games Conference Mobile Multimedia, Vol 10 Teaching and of Language
Based Learning Learning Research Academy
Proceedings
Page 102 - 126 35 - 42 206 - 217 264 - 272 175 - 193
Publisher H. Joanneum - Rinton Press Academy Publication -
University of Applied
Science
Digital games promote BYOD (Bring Your The assumptions and Despite their Despite the
collaboration, problem- Own Devices) policy benefits underlying effectiveness in availability of mobile
solving and allows students to gaming that should be gathering information apps that can be
communication, bring personally harnessed in (more for classroom used to enhance
experimentation and owned mobile formal) learning assignments, there communication and
Problem statement the exploration of phones as personal contexts lack are also teachers and improve language
identities. However, learning toolkit. recognition and parents who may not learning, there has
digital game-based Nevertheless, many effective encourage their been a gap in the
learning is still far from teachers oppose to implementation on the children or students, literature in
mainstream. the use of part of educational to use mobile phones comparison of
smartphones at institutions. in the classroom. popular apps as for
school due to There are also many revealing their
negative perceptions educational advantages and
that mobile phones institutions across the challenges.
are means for world which have
recreation and imposed a ban on
entertainment, not using mobile phones
for learning. during regular college
and class hours.

To explore the The purpose of this To examine students’ To examines the To examine the
students’ opinions, study was to and teachers’ impact of mobile effects of using
beliefs and examine the perceptions on usage phones on English mobile applications
perceptions on the use teachers' attitudes of online video games language learning as an assistance of
Aims and research and ease of use of towards a mobile to foster interaction skills of university language learning on
objectives digital learning "Treasure Hunt" among students and undergraduates the perceptions and
technologies in game operated via teachers from motivation of EFL
education. smartphones and the different educational learners.
impact of levels and different
experiencing the national schools.
game on their
attitudes towards the
use of smartphones
in school.
Relevant theoretical Theory of Underlying principles Previous studies Theory of previous
underpinnings: constructivism of the study: carried on the studies:
- Games bring Each of the effectiveness of
positive effects on perspectives of Gee (2003) and mobile phones in - Mobile assisted
students. constructivism views Malone (1981) classroom language
- Revolve on the that learners actively Gamification of instructions: learning
social and construct meanings learning weaves improves
psychological based on their prior together elements of Hashemi and Abbasi effectiveness,
impact of digital individual knowledge gaming in educational (2013 flexibility, and
learning resources. and their contexts to strengthen Using mobile phones convenience of
Literature review and - Certain mobile experiences. The and enhance the had positive impacts learning.
conceptual framework apps can trigger phenomenon being activity of users and on the learners’ - MALL boost
positive or negative reconnoitred in this engage students in vocabulary retention. language
effects on conative, study is the use of learning learning
cognitive, mobile Warschauer (2011) (Kukulska-
sensorimotor and technology in Jones et al. (2006) suggests that Hulme, 2006)
social skills of the BYOD/BYOT By utilizing the students prefer using - Mobile learning
children. classrooms. special features of iPads to laptops due technologies
mobile phones, the to the tablet’s offer teachers
teacher can create a attractive features like and students
Honebein’s (1996) new learning touch screen, mobility, more flexible
The conceptual experience and and light weight. approach to
framework supported engage students in learning
the study in its the classroom and Ison et. al. (2004) use (Khaddage et al.,
methodological outside it and thus mobile learning 2016).
approach, the increase learning strategies and mobile
analysis of the motivation among phone technology to
answers to the students motivate the
research questions, disengaged youth
and in the data aged between 15-19
collection and to guide them to
analysis. The frame lifelong learning skills.
allowed me to view
teachers’
perceptions and
experiences of their
mobile technology
use with students,
compared to that of
an ideal
constructivist
classroom.

Research Qualitative Quantitative Quantitative Mixed method Quantitative


design (Quantitative and
Qualitative)

41 secondary school 35 teachers (3 male 56 students enrolled 52 male 20 prep class


Sampling/ study students of St. Clare’s and 32 female) in Multimedia and undergraduate students of a state
participants- College in Malta, representing 22 Cognitive students studying in university in Turkey
who, why, how United Kingdom schools across the Architectures (MAC) the sixth, seventh and
METHODOLOGY

city participated in in University of eight level,


the workshop. The Aveiro, Portugal respectively, with
average seniority of English as their major
the teachers was subject.
15 years, ranging
from a 2 to 36. 5 English teachers

I. Semi-structured Pre-test Questionnaires 2. Self-report Questionnaires


interview questionnaires to which given to Inventory - To get insight on
Research To induce informants collect teachers’ teachers after they - gives a description perceptions of
instruments: to talk freely and background completed the course. of personality traits. participants
what, why, how openly to gain information (school, - The questionnaire The self-report
understanding of their job, teaching sought to collect inventory consisted of Minute paper
perspectives of discipline and the perceptions of two yes-no questions. - To get students’
educational games. teaching teachers in Students were feedback after
experience), relation to the in- instructed to express using the mobile
II. Face to face preferred and class activity their views objectively. apps for two
interview with open common teaching developed and weeks
ended questions methodologies and
to express attitudes implemented with 3. Questionnaire for (pertaining
towards the use of their students. English Teachers motivation level)
smartphones for - used to elicit English
teaching and teachers’ opinions
learning. about the
Review in the game effectiveness of
Post-test forum: mobile phones in
questionnaires - Students left improving
Teachers’ personal messages in the undergraduates’
impression of the game forum about English language
mobile games their opinions of skills. The teacher
Evaluation of its the games. questionnaire
pedagogical potential Students were consisted of four
for students and more transparent open-ended
attitudes towards the with their questions. Teachers
use of smartphones comments and were requested to
for learning. opinions when express their views in
they did not feel writing.
like they are being
evaluated.

NVivo’s qualitative Teachers expressed The questionnaires I. The self-report To analyze Likert
software enabled the opinions on the are according to an inventory had four scale items of the
Data analysis coding and analysis of activity, based on agreement scale, in scales. The questionnaire, SPSS
method: textual and audible their personal which SA stood for number of 22 package was
what, how data. experience. They strongly agree, A for responses for each used. The
were given five agree, N for neutral, D item is given in questionnaire was
statements which for disagree and SD percentages. proven to be reliable
refer to different for strongly disagree. Scales added up (p= 0.78).
aspects: enjoyment, Statements selected for clarity
cooperation, for the present work Minute papers were
motivation to win, pertain to relevant II. The qualitative analysed by using
ease of use and aspects discussed so analysis is based coding method of
knowledge far and they include, on an open-ended content analysis.
acquisition and had question given in Positive and
to rate them on a 1-5 for instance, the the students’ negative orientations
Likert scale. impacts of the questionnaire and were categorized
activity on students four open-ended and tabulated in
The teachers were and teachers’ questions given in relevance with their
asked to express practices. the teachers’ frequencies
their attitudes and questionnaire.
opinion about the Students and
potential and teachers
challenges of using responded to the
smartphones for open-ended
learning in school by questions related to
responding to seven the effectiveness of
statements on a electronic gadgets
scale of 1-5. on English
language learning.
The use of electronic Positive changes Results suggest that Students: believe that I. Mobile apps
resources has led to between teachers’ both students and mobile phones can increase
favourable learning attitudes before and teachers perceived improve their English students’
Results / Findings outcomes for students. after the workshop gaming to harness spelling skills. motivation during
during which they curriculum language
Enhanced students’ have experienced interdisciplinary, Teachers: mobile learning
digital skills and the mobile game. develop skills and phones enhance II. Makes learning
competences in Smartphones were acquire new students’ more efficient,
schools perceived as more knowledge. communication skills especially
Improve their learning exciting and and students can vocabulary.
journey contributing to Online video games develop independent III. Authentic
Promote active learning. can support learning habits. materials in the
engagement with Emphasized the distributed learning apps catch
digital games advantages of contexts which students’
learning through development of attention, leading
personal mobile different competences to meaningful
technology. are fostered when learning.
merged with new
pedagogies and
innovative methods.
The use of game- These findings Games can support, English teachers need Mobile devices
based learning is support previous facilitate and enhance to find creative ways especially mobile
Conclusion and effective digital studies showing that learning opportunities to integrate the mobile phones have been
implication technologies in exposure to and outcomes. Their technology with the getting more popular
education successful uses of usage is increasingly course materials for in learning day by
smartphones in recognised to improve enhancing their day. Thus,
learning reduces knowledge exchange students’ English implementations of
resistance and and to foster the language learning these devices into
increases willingness development of skills. learning process by
to use these devices personal systematically using
in teaching. skills and personal proper programs
achievement. have become
essential from now
on.

To investigate the To examine in depth Further studies should Conduct study with a I. Implement more
motivational appeal of more factors that be made more bigger number of data collection tools
Suggestions for further digital games in hinder teachers’ use comprehensive by English teachers to to capture more
research supporting educational of smartphones in extending the duration testify or falsify the reliable results.
outcomes. learning. and scope to provide results presented.
more data on how II. Further
consistent use of Design and test the longitudinal
games impact the effectiveness of researches are
teachers and integrating English needed to be
students. language learning carried out to shed
activities with mobile light on vital
technology in EFL aspects of
classrooms. language learning
process.
The results of the The findings indicate The data collected for Findings of students’ The small sample
Opinions and analysis study could not be that the gaming students’ responses perceptions based on size of 20 prep class
generalised as the experience to these mobile the questionnaires are students makes
participants of the emphasized the games used in too general. Aside generalization to be
study do not represent advantages of learning were from questionnaires, quite difficult.
the whole population. learning through collected in the forum interview for a
The students that took personal of one of the games. selected number of
part in this study were mobile technology, The total number of participants can be
from the upper and but did not provide messages registered done to inquire in
middle-class families solutions for the in a short time depth opinions.
only. Therefore, this problematic aspects illustrated the level of
purposive sample is in other contexts. participation and
not amenable interest the activity
in drawing conclusions On the other hand. raised.
on a broader student the reluctance of
population some teachers to
use mobile
technologies in the
classroom does not
stem from a lack of
exposure to the new
technologies and
acknowledging their
pedagogical potential
but from other
matters that
weren't investigated
in this study.
Reference
Camilleri, M. A. & Camilleri, A. 2017. The Students’ Perceptions of Digital Game-Based Learning. Proceedings of 11th European Conference on
Games Based Learning, pg. 102 – 128.
Evince, E. & Ekinci, M. 2017. Perceptions of EFL Learners About Using Mobile Applications for English Language Learning: A Case Study.
International Journal of Language Academy 5: 175-193.
Lucas, M. 2014. Learning from Gaming: Teachers’ and Students’ Perceptions. Journal of Mobile Multimedia 10: 206-217.
Meishar, H. & Ronen, M. 2016. Experiencing A Mobile Game and Its Impact on Teachers' Attitudes Towards Mobile Learning. 12th
International Conference Mobile Learning, pg. 35 – 42.
Nalliveettil, G. M. & Alenazi, T. H. K. 2016. The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates.
Journal of Language Teaching and Research 7(2):264-272.