Game-Based Language Learning Research

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Questions and Answers

What is the primary focus of most research on Computer-Assisted Language Learning (CALL) games?

Exploring design issues (correct)

Assessing cost-related challenges

Evaluating teacher training effectiveness

Understanding learner outcomes

What factor is highlighted as crucial when designing language learning games according to Cornillie, Clarebout, and Desmet?

Consideration of learners' perceptions (correct)

Player engagement strategies

Learner feedback on game mechanics

Integration of complex storytelling

What is one reason many ESL teachers do not use music-based language teaching methods?

Limited music selection available

Insufficient student interest

Preference for traditional methods

Cost and lack of training (correct)

Which method utilizes familiar songs to aid in teaching English effectively?

The Audio-Singual Method Signup and view all the answers

What distinguishes low stakes tests from high stakes tests?

Low stakes tests have no consequences for test-takers Signup and view all the answers

What key concern is raised regarding automated scoring in assessments?

Representation of the construct being measured Signup and view all the answers

Which of the following is a way music-based language teaching methods can be structured?

By integrating songs as supplemental material Signup and view all the answers

In the context of Computer-Assisted Language Learning (CALL), what does DGBLL stand for?

Development of Game-Based Language Learning Signup and view all the answers

What is one key advantage of developing a language test in a digital environment?

It allows for automated sharing and approval of test items. Signup and view all the answers

Which factor can impact score interpretations in high-stakes testing when incorporating technology?

The format of the test (computer vs. paper). Signup and view all the answers

What type of tests select questions based on the test-taker's ability level?

Computer-adaptive tests Signup and view all the answers

In high-stakes tests, why are item types typically fixed?

To maintain consistent score interpretation. Signup and view all the answers

What is a potential bias introduced in computer-administered tests?

Variations in computer skills among test-takers. Signup and view all the answers

Why are few high-stakes language assessments currently using computer-adaptive procedures?

Test developers prefer complete control over item selection. Signup and view all the answers

What may occur if test-takers are allowed to choose the difficulty of questions?

They tend to score higher, introducing bias. Signup and view all the answers

What is one aspect that contributes to ensuring test reliability and validity in a digital testing environment?

The organization of evidence collection. Signup and view all the answers

What factor significantly motivates test-takers during high-stakes testing?

High motivation to cheat Signup and view all the answers

Which of the following is NOT a form of cheating commonly identified in assessments?

Studying prior to the test Signup and view all the answers

What is a key dimension of cheating that differentiates methods?

Individual vs. collaborative cheating Signup and view all the answers

Which prevention measure helps validate a test-taker's identity?

Biometric identification Signup and view all the answers

How can technology aid in both cheating and prevention?

Through the use of electronic monitoring equipment Signup and view all the answers

What is a critical factor in maintaining the integrity of test scores?

Proper test security measures Signup and view all the answers

Which of the following technologies is NOT commonly associated with preventing cheating?

Artificial intelligence scouring study notes Signup and view all the answers

What does large-scale testing typically involve?

Exposing items to many test-takers at least once Signup and view all the answers

What is a major challenge of implementing computer-adaptive tests?

The requirement for items to be pre-tested with large samples Signup and view all the answers

How does technology contribute to rater training and scoring?

It allows for monitoring the quality of scoring Signup and view all the answers

What impact do self-adaptive tests have on score reliability?

They may lead to inaccurate scores for capable test-takers Signup and view all the answers

What can limit the validity of automated scoring?

Narrow scope of assessment Signup and view all the answers

What is an important aspect of rater calibration?

Raters score sample performances and get feedback Signup and view all the answers

Why is a large item bank necessary for computer-adaptive tests?

To cover various ability levels and ensure adequate items for frequent testing Signup and view all the answers

What factor influenced users' trust in scoring from the TOEFL Practice Online test?

Scores from a combination of automated and human raters Signup and view all the answers

What do stakeholders perceive as a risk when relying solely on automated scoring?

A tendency for users to manipulate the scoring system Signup and view all the answers

Study Notes

Game Definition

A game is a system where players engage in an artificial conflict, defined by rules, resulting in a quantifiable outcome.

Computer-Assisted Language Learning (CALL)

Publications on CALL have significantly increased in the past decade.
This growth should be considered compared to the overall CALL publications during the same period for a better understanding.
Most CALL game research focuses on design issues.
Developing game-based language learning (DGBLL) is costly and the interest in traditional tutorial CALL has decreased.
Design focus suggests potential for integrating tutorial CALL tools into gaming environments.
Learner perceptions, particularly regarding corrective feedback, are vital in language learning game design.
Immersive role-playing games are generally positively viewed by learners regarding feedback.

Music-Based Language Teaching

Music is an effective language learning tool across all levels.
Methods include lesson planning, teaching grammar/vocabulary, or entire courses based on music.
Many ESL teachers don't utilize music due to cost and lack of training, despite 72% expressing interest in music-based strategies.
Music-based methods are now adapted for older learners, having initially focused on children.
The Audio-Singual Method, using familiar tunes, aids in teaching English by creating a sense of recognition which helps overcome learners' fear and resistance.
Music and songs are considered more effective, faster, and easier for recall than traditional drills.

Language Tests: Low Stakes & High Stakes

Low stakes: Tests with limited impact on stakeholders, having insignificant or indirect consequences.
High stakes: Tests directly influencing major decisions in the test-taker's life or causing extremely costly remedies if errors are made.
Automated scoring: Raises concerns about test validity as it may not fully represent the construct being measured due to inherent limitations.
Digital environments support sharing test items for review and adding approved items, with built-in quality checks to prevent mistakes and maintain consistency.
A well-organized digital system collects evidence to verify test reliability and validity, including item reviews, qualifications, and feedback on items, resulting in consistent and fair scores.
Computer-based tests offer a standardized environment, particularly when utilizing multimedia like audio and video.

Computer-Adaptive Tests

Computer-adaptive tests utilize preexisting, pre-tested items with known characteristics to choose questions matching the test-taker's ability level efficiency.
Adaptivity involves varying item types or numbers of items with same or different difficulty levels for high-stakes tests, which maintains consistent score interpretations.
Adaptivity can be controlled by either the test developer (based on performance) or the test-taker (choosing items/constructs).

High Stakes Language Tests

High-stakes language tests commonly provide control to test developers for several reasons, such as test confusion arising from allowing test-takers to control the test difficulty, leading to potentially biased results.
Self-adaptive testing may produce inaccurate scores with capable learners scoring too low, and less capable learners scoring too high. Results vary.
Self-adaptive tests are less reliable and have a moderate effect on reducing test anxiety.
Computer-adaptive procedures still may not be suitable for high-stakes language tests, even when test developers maintain control.
Computer-adaptive testing requires large, pre-tested item banks with item parameters estimated using large samples.

Technology in Language Assessment

Technology can improve rater training and scoring through rater calibration.
Raters score sample performances and receive feedback to ensure consistent scoring, avoiding bias.
Test developers can use technology to monitor rating quality by comparing scores with benchmarks, aiding rater training when scores are significantly different than expected.
Automated scoring may limit the scope of being assessed, potentially weakening the validity.
Validity factors include various sources like expert human raters' ratings, scoring across various groups and comparison of methods, along with the ability of automated systems in identifying score manipulations.
Stakeholder acceptance and perceptions are crucial in the implementation of automated scoring. A study demonstrated that combined automated and human scoring methods are often more trusted by test takers than automated scoring alone.
Technology enables "gaming" the system which is why proper test security is essential, particularly for high-stakes tests.

Preventing Cheating

High-stakes tests often face strong cheating motivations from test-takers, thus test security is emphasized.
Test score interpretation and validity are weakened by inadequate security.
Efforts need to be put into preventing cheating and protecting test materials to maintain score integrity.
Cheating involves receiving or sharing information, utilizing unauthorized materials and bypassing the test procedures completely.
Examples of how people can cheat include paying for illegally obtained tests, using technology to get help during the test, or hiring someone to impersonate the test-taker.
Cheating can be high-tech (using technology) or low-tech (individual or collaborative cheating).
Technological methods used for cheating include using small electronic devices to capture information or collaborating using the internet across wide geographic areas.
Technology can also be used to prevent cheating via measures like identity validation (photos, facial recognition, multiple forms of biometric ID), on-site monitoring (video/audio recordings, digital filtering), and the development of large-scale testing programs and item banks, though exposure still makes items vulnerable to hacking.

Other Considerations

Unexpected high scores at particular test centers can signal coordinated cheating.
Consumer-oriented VR devices, like Oculus Rift, can enable fully immersive virtual environments accessible for authentic and interactive test creation.
Multimodal tasks, requiring test-takers to read texts and listen to speakers as well as responding in writing or speech are increasingly used.
Language ability is argued to stem from interaction between language and technology, whereby "reading ability" could now encompass gathering information from online and traditional resources in expanded definitions.

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Description

Explore the emerging trends in game-based language learning and the role of music in language teaching. This quiz delves into the definitions of games, the growth of computer-assisted language learning, and the importance of design and feedback in educational games. Test your knowledge on how these elements influence language acquisition.