Digital Game-Based Learning in Higher Education: ESL Teachers and Students Perceptions

Moniza Ray, Ajit Ilangovan
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Abstract

Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike previous studies that focus solely on the positive aspects of DGBL, this research highlights both the benefits and potential drawbacks of integrating digital games into English language education. By comparing teachers’ and students’ perspectives, the findings emphasize the importance of careful selection and integration of digital games and reveal significant insights into the cognitive, affective, and social aspects of digital game-based language learning. These insights are crucial for guiding policy decisions, instructional practices, and resource development in language education. The study underscores the value of digital games as innovative educational tools and advocates for their thoughtful adoption of digital and technology-based teaching and learning in 21st-century in ELT practices can enhance multidisciplinary skill development.
高等教育中基于数字游戏的学习:ESL 教师和学生的看法
基于数字游戏的学习(DGBL)是教育环境中的一种新方法,旨在吸引学生、鼓励好奇心并提供多样化的学习体验。由于学生对数字游戏的广泛使用,它已被整合到教育环境中。本研究调查了印度钦奈一所私立大学 89 名二年级工程专业学生和 11 名教师对将数字游戏融入英语作为第二语言(ESL)课堂的看法。采用混合方法研究设计,使用 SPSS 软件收集和分析数据。与以往只关注 DGBL 积极方面的研究不同,本研究强调了将数字游戏融入英语教育的益处和潜在弊端。通过比较教师和学生的观点,研究结果强调了精心选择和整合数字游戏的重要性,并揭示了基于数字游戏的语言学习在认知、情感和社会方面的重要意义。这些见解对于指导语言教育的政策决策、教学实践和资源开发至关重要。这项研究强调了数字游戏作为创新教育工具的价值,并倡导在 21 世纪英语教学实践中深思熟虑地采用基于数字和技术的教学方法,以促进多学科技能的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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