Questionnaire 16

1. Introduction

1.1 Background

Game is highly associated with human’s daily life, which plays an important part in children’s life. Serious commonly-used games and Game-based Teaching have made progressively important contributions in helping to promote enhanced learning experiences within education in recent years. Connolly, Stansfield, and Hainey (2007) concluded that Game-based Teaching can be defined as the use of commonly-used games-based technology approach to deliver, support, and promote teaching, learning and evaluation. While Prensky (2001) thought that compared to media educational commonly-used games with younger generation ‘digital natives’ growing up in a technologically sophisticated environment, learning was unengaging, which has led to changes in their attitudes and expectations which has caused fundamental differences. According to Shaffer, Squire, Halverson, and Gee (2004) educational commonly-used games” bring together ways of knowing, ways of doing, ways of being, and ways of caring: the situated understandings, effective social practices, powerful identities, and shared values that make someone an expert”. Gee (2003) defined 36 different learning rules as to reasons why commonly-used games are good for learning including: identity (how a game attracts and immerses a player); interaction (proper feedback providing additional problems based on players); production (players regarding the consequences of decisions they make); risk taking (allowing a player to experience a minimized real world consequences); customization (players being allowed to design their own desired attributes  which provides a sense of control over what they are doing).In addition, O’Neil, Wainess and Baker (2005) highlighted the perceived instructional usefulness and benefits of commonly-used games.

1.2 Purpose

Game, as an active form of human behavior, is a necessary part in children’s daily life. There is a famous saying that game is the life of the child. Commonly-used games help children gain more happiness as well as experience. Children can develop their wisdom, good habits and characteristics in game. Children attend to be more focus while playing a game. During the last few years, the idea of using commonly-used games in educational purposes became more and more popular. Educational commonly-used games are learning and recreational environments that try to increase the learner’s motivation by embedding pedagogical activities in highly enjoyable interactions. An educational game is a recreational activity designed to teach people about a certain subject or help them learn a skill as they play. With the popularity of commonly-used games and networks, the educational game is playing an important role in modern society and is widely used in the fields of the military, medicine, industry, school education etc. Teaching instructors learn that and apply it in primary school English education, which can improve the efficiency and quality of education. Game can be related to teaching so that students will be attracted and pay more attention to class and what teachers teach. Teachers apply game into teaching, which can make students learn well in an relaxing learning atmosphere.

1.2 Significance

With the development of China's English education as well as the development of primary school English education, spoon-feeding education model has been unable to meet the student's needs, which can not keep pace with the education trend. Seeking efficient ways of education and innovation of educational concepts has become the top priority. Primary English education is aimed to cultivate interest in learning and good study habits for students, and  written record cannot be the sole criterion for evaluating students ' ability to learn. In class, teachers should be well prepared, using a variety of teaching tools, mobilizing teaching atmosphere so as to improve students ' interest in learning, thus students can enjoy the joy of learning and learning in growth. 常用游戏对于小学生英语教学的影响(2):http://www.youerw.com/yingyu/lunwen_49839.html