Research

Åbo Akademi University and Novia University of Applied Sciences work together to develop a game that will make language learning easier.
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Publications

Taylor, B., Wingren, M., Bengs, A., Katz, H., & Acquah, E. (2023).

Educators’ perspectives related to preparatory education and integration training for immigrants in Finland. Teaching and Teacher Education, 128.

This study explores educators’ perceptions of preparatory education and integration training for immigrants in Finland. The results of the study indicate that the variances in students’ skills and experiences complicate integration. Moreover, the study pinpoints the lack of relevant materials and the ability to alter classwork in diverse classrooms.

Katz, H., Acquah, E., Bengs, A., Sten, F., & Wingren, M. (2022).

Improving immigrant inclusion through the design of a digital language learning game. In O. Bernardes & V. Amorim (eds.), Promoting Economic and Social Development Through Serious Games. IGI Global.

This book chapter presents the user-centered design (UCD) process and co-creative approach, which is applied in the development of the game. It also presents findings from a background study identifying the needs and experiences of preparatory education teachers and integration training instructors.

Sandvik, C. (2020).

Spelelement gör det roligare att lära sig. Åbo Akademi nyheter, December 16th.

This article highlights some important points about why digital games can promote learning. In addition to making learning more fun, games and game elements have the potential to increase interest and motivation. The structure of a game gives a sense of control and competence, as games are usually divided into smaller sequences, providing immediate feedback and the opportunity for repetition. Cooperation, challenges, and/or competition elements can increase motivation. The combination of sound, image, and movement also supports learning and the underlying neurological mechanisms.

Acquah, E. & Katz, H. (2020; online first 2019).

Digital game-based L2 learning outcomes for primary through high-school students:
A systematic literature review. Computers in Education, 143.

This systematic literature review concludes that digital learning games are effective tools for language learning. Studies conducted within a formal learning environment, with or without teacher adaptation, resulted in mostly positive language acquisitions. Digital learning games (DLG) can benefit players’ language acquisition, affective/psychological states, contemporary skills, and participatory behavior.

SPROK Key Terms

User-Centered Design

An iterative design process in which intended end users are involved in each phase through a variety of design and research methods.

Experiential Learning

A process where knowledge results from making meaning as a consequence of direct experience, i.e., or simply “learning from experience.

Bilingualism and Multilingualism

Refers to the presence of two or more languages within an individual and a society.

Digital Tool

An electronic resource that can be used to support a wide range of objectives and purposes.

Preparatory Education

Formal learning environments where newly arrived immigrants are provided host country language instruction and other relevant skills to prepare them for integration into mainstream classrooms and/or society.

Immigrant

A person who has moved (by choice or force) to another country with the aim of establishing residence (short or long-term).

Digital Language Learning Game

A game designed specifically for learning a language using an electronic device.

Flow State

Experiencing an optimal level of concentration, enjoyment, and immersion while engaged in an activity or task.

Host Country

The place to which an immigrant has relocated.

Digital Learning Game

A game designed for any form of learning using an electronic device.