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다중참여 온라인 역할수행 게임이 초등학생의 영어 능력에 미치는 효과

The effects of a massive multiplayer online role playing game on English skills of elementary school students

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초록

This study attempted to explore the effects of a massive multiplayer online role playing game (MMORPG) on the English skills of elementary school students and to find implications for elementary English education. 156 students were selected to investigate game utilization and learning effects according to gender, grade and regional variables. Two homogeneous classes were also selected to back up the results from the large-scale group. The MMORPG was adopted for the experimental group, but not for the control group. Achievement tests were carried out before and after the experiment, the students' attitudes in class and their opinions were analyzed. The results are as follows. First, for gender and regional variables, no meaningful differences were seen about the utilization and learning effect. Second, students of higher grades appeared to learn faster than those of lower grades, the reading and writing scores of third-grade students were significantly lower than those of the other grade students. Third, the experimental group had higher scores than the control group on speaking, reading and writing. Fourth, the experimental group's concentration, presentation and percentage of correct answers improved significantly. Finally, the experimental group had more interest and indicated positive responses to studying English with other students on the Internet.

Abstract

This study attempted to explore the effects of a massive multiplayer online role playing game (MMORPG) on the English skills of elementary school students and to find implications for elementary English education. 156 students were selected to investigate game utilization and learning effects according to gender, grade and regional variables. Two homogeneous classes were also selected to back up the results from the large-scale group. The MMORPG was adopted for the experimental group, but not for the control group. Achievement tests were carried out before and after the experiment, the students' attitudes in class and their opinions were analyzed. The results are as follows. First, for gender and regional variables, no meaningful differences were seen about the utilization and learning effect. Second, students of higher grades appeared to learn faster than those of lower grades, the reading and writing scores of third-grade students were significantly lower than those of the other grade students. Third, the experimental group had higher scores than the control group on speaking, reading and writing. Fourth, the experimental group's concentration, presentation and percentage of correct answers improved significantly. Finally, the experimental group had more interest and indicated positive responses to studying English with other students on the Internet.

참고문헌 (54)

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