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Olga Yushkovska

on 24 November 2015

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Transcript of Goals

Learning tasks
and goal orientation

Criticism of Tasks in L2TL
learners unaware of goals
goals not relevant for learners
disconnection between learner-driven and curriculum-driven goal orientation
digital games = solution?

How is Game Playing Goal Oriented?

a game has an overarching goal (=object of the game)
it contains interrelated tasks
a well designed game is always goal - oriented
multiplayer gameplay (= keeping in mind other player´s choices)
possible option: to play in teams
1. Task-based Language Learning
main aspects of TBLT:

personal involvement/identification of the learner with the task
problem solving activities
focused on meaningful interaction
weak form: balance between focus on form and on meaning
task = basic unit of classroom activity
strong form: tasks = basis of curriculum

Characteristics of Tasks

focus primarily on meaning (instead of form)
focus on a goal
be authentic (= be similar to language use in real world)
success measured based on outcomes

2. Game Playing as Goal-Orienting Behavior
How are Game Tasks Designed?
variety vs. one particular type of tasks

open-ended design vs. progression design (-> emergent play) (-> linear play)

spatial and temporal elements
PS: Drama & Games | Roger D. Jones | Sarah Schwarzer, Ludmila Derks, Olga Yushkovska | 17. 06. 2015
1. Tasks
Task-based Language Learning
Characteristics of Tasks
Criticism of Tasks in L2TL

2. Game Playing as Goal-Orienting Behavior
How is Game Playing Goal Oriented?
How are Game Tasks Designed?

3. Game-Mediated Applications
Game-Enhanced Application
Game-Based Application
Game-Informed Application

4. Group Work: Climate Challenge
"... goal orientation is at the heart of game-mediated activity." (Sykes 2013: 19)
Sykes, Julie M., and Jonathon Reinhardt (2013). Language at Play:
Digital Games in Second and Foreign Language Learning and Teaching.
Pearson Education: New Jersey. Print.

Yee, Kevin (2013). "Pedagogical gamification: Principles of video games that can enhance teaching".
To Improve the Academy
32: 335-349. Print.
learning through
learning with
(1) a tutorial task
(2) game journaling
game design activity
now it´s your turn...

4. Climate Challenge
"A game where you are president of the European Nations. You must tackle climate change and stay popular enough with the voters to remain in office."
1. Find a partner and play the tutorial together.
2. Play the game for the first two periods.
3. When you are done join another pair of students.
4. In groups of four think of a concrete game-enhanced or game-informed activity you could do in class. Use the provided guideline questions.
5. Introduce your activity to the class.
age group

Thank You!
using game thinking and mechanics to engage users
Jones, Roger Dale (2014). "Climate Challenge."
48: 32-37.
What are the goals and what are the outcomes?
Is there a balance between learner- driven and instruction driven goals?
Does the task promote learner agency?
Is choice (or illusion of choice) provided?
What other gamification aspects does your task include? (Display progress, maximize competition, calibrate difficulty carefully, provide diversions, employ narrative elements)
Game-Enhanced Application: Game Journal
Game-Based Application: Game Design Activity
Game-informed Application
learner agency
encourage a learner driven approach and authenticated learner experience
built in choice or illusion of
Five Principles of Gamification (K.Yee: 2013)
Display progress
Maximize competition
Calibrate difficulty carefully
Provide diversions
Employ narrative elements
Full transcript