초등 영어 음소 구별을 위한 디지털 게임 기반 학습 효과에 대한 뇌반응(ERP) 연구
An ERP study on the digital game-based learning of English phoneme discrimination by EFL children in Korea.
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This study investigated the effect of using a digital serious game on the phonemic development of young EFL learners in Korea by examining their brain responses using ERP (event-related potentials). A tablet PC-based phoneme discrimination game named “Alien Family” was created focusing on three pairs of English phonemes: /m/ vs. /n/, /l/ vs. /r/, and /æ/ vs. /e/ to enhance the learners’ phonemic discrimination of the pairs. A total of 29 6th grade elementary school students including 14 in the game group and 15 in the English dictionary app group participated in this study. The game group played the game for 10 minutes two times per week for five weeks whereas the English dictionary app group used a digital dictionary for listening practice. The results revealed a positive effect of digital-based learning shown in the ERP experiments, especially, in the condition of /l/ and /r/ even though such an effect was not shown in their behavioral responses. The data indicate that a systematically designed digital serious game can be effective on changing learner’s neural sensitivity to the phonemic discrimination in English even if it is not immediately shown in their behavioral responses. This finding provides positive empirical evidence for the effectiveness of games in class.
Abstract
This study investigated the effect of using a digital serious game on the phonemic development of young EFL learners in Korea by examining their brain responses using ERP (event-related potentials). A tablet PC-based phoneme discrimination game named “Alien Family” was created focusing on three pairs of English phonemes: /m/ vs. /n/, /l/ vs. /r/, and /æ/ vs. /e/ to enhance the learners’ phonemic discrimination of the pairs. A total of 29 6th grade elementary school students including 14 in the game group and 15 in the English dictionary app group participated in this study. The game group played the game for 10 minutes two times per week for five weeks whereas the English dictionary app group used a digital dictionary for listening practice. The results revealed a positive effect of digital-based learning shown in the ERP experiments, especially, in the condition of /l/ and /r/ even though such an effect was not shown in their behavioral responses. The data indicate that a systematically designed digital serious game can be effective on changing learner’s neural sensitivity to the phonemic discrimination in English even if it is not immediately shown in their behavioral responses. This finding provides positive empirical evidence for the effectiveness of games in class.
참고문헌 (35)
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