Teknoloji Final PDF

# Final ## Computer Games pdf 1 Game-based learning refers to the application of computer game-based technology to provide, maintain, support, and improve the teaching, learning, and assessment processes. The effect of computer-based video games on L2 learning is still an under-researched issue....

# Final ## Computer Games pdf 1 Game-based learning refers to the application of computer game-based technology to provide, maintain, support, and improve the teaching, learning, and assessment processes. The effect of computer-based video games on L2 learning is still an under-researched issue. Bu pdfte macera oyunlarının dil öğrenimine katkısı ele alınıyo. Birkaç üni öğrencisini test ediyorlar. Tahmin edildiği üzere vocab ve reading comprehensiona baya katkısı oluyo. * (Almost all the students indicated that playing the video game could help them recall the meaning of the new words. They mentioned the use of subtitles, contextualized use of the words, dialogues, photos, and music as key reasons for their ideas.) * Game-based learning is engaging, interactive, productive, and having minimal negative consequences for the learners. * Computer games have some other characteristics which make them suitable materials for language learning such as "comprehensible input, self-study opportunities, subtitles, repetition, and authentic language." * Games could not significantly affect the listening skill of the students, they could enhance their speaking ability. More specifically, the results showed that the students who used digital games could speak more frequently, accurately, and confidently. * Although adventure video games have potential to be used as learning tools, they have some limitations as well. Finding appropriate games that align with the objectives of the curriculum is not an easy task. Next, most games require a considerable amount of time to play, which may be beyond the time constraints of an ELT course. * Furthermore, computer video games are costly and require ample equipment to be implemented, so integrating such games into the ELT curriculum could be difficult. ## Mobile-assisted language learning pdf 2 Bu pdf sadece Duolingo ve Babbel uygulamalarının dil edinimine katkısını ele alan bir makale. Gereksiz. * Babbel users perceiving their app to be more effective for learning about the TL's grammar, pronunciation, and culture, while Duolingo users often appeared to feel more motivated to use their app due to its use of gamification. * Even though MALL apps can improve learners' L2 knowledge, these apps likely will not lead to high levels of L2 proficiency. ## Virtual reality pdf 3 As a student-cantered environment, VR allows students to interact with virtual objects and receive feedback from that interaction, making them feel immersed and engaged. Also, VR could provide students with a better method of strengthening their English knowledge, such as vocabulary acquisition, through a suitable learning context. * Self-regulation strategy can reduce distraction for students in conventional VR learning environments and aim to successfully assist EFL students in achieving the expected learning results and improve their meta-cognition tendency. * VR learning environments could provide students with a lifelike learning experience and significantly improve their academic performance. * Self-regulated learning is how individual learners systematically activate and maintain cognitive, affective, and behavioral processes to achieve their learning goals. Learners set learning goals for themselves and take responsibility for their learning to achieve those goals. * As Zimmerman (2002) suggested, three phases were involved in the self-regulated learning process. In the forethought phase, the students must set their learning goals and think about learning strategies to achieve them in the VR learning environment. * For the performance phase, the students could learn strategies and regulate their learning behaviors and emotions to reach the goals. Lastly, in the self-reflection phase, the students could reflect on the relations between their learning outcomes and learning strategies to clarify the effectiveness of their learning strategies for future study. ## Augmented reality pdf 4 Makelede AR uygulaması (StemUp) kullanılan şehir ve kırsal kesim arasındaki fark araştırılıyor. Sonuca göre motivasyon ve başarı konusunda iki kesimin de farka sahip olduğu söylenemez. Her iki grup da dili bu şekilde öğrenmekten çok memnun. However, StemUp was found to have a greater impact on rural students than on urban students. It has been discovered that ARGBL has successfully increased students' academic performance by motivating them to make observations, seek solutions on their own, and engage in real-world experiences. Several studies have shown that incorporating AR into the classroom benefits students by facilitating communication and interaction, encouraging self-learning, providing opportunities for authentic language tasks, and improving learning achievement, motivation, engagement, and satisfaction. * AR-based learning materials are created using a game-based approach, they can provide learners with rich, real-time, collaborative, and contextual learning opportunities, making them less nervous and more confident while participating with their classmates in their oral performance. * By incorporating ARGBL into the language classroom, help students from both urban and rural areas to enhance their language learning performance. * Öğrencilerin de motivasyon sahibi olmaları lazım ki bi işe yarasın. ## Artificial intelligence pdf 5 ChatGPT gibi AI asistanların önemini anlatan bir makale. Çok verimli, istediğin zaman ulaşabiliyosun, materyaller çok pahalı olduğu için bu yöntem daha etkili, bir öğretmen kadar iyi feedback veriyor, disleksi gibi rahatsızlığı olan öğrenciler için faydalı. * Chatbots can assist language learning by providing students with personalized feedback on their language use and improving overall proficiency. They can also provide a safe and supportive learning environment for language learners to practice speaking skills by providing customizable and sufficiently challenging tasks. * Technological affordances pertain to accessibility and utility functions, including quick search, dictionary, and translation, while social affordances involve reducing anxiety and increasing motivation. * Chatbots exhibit several characteristics that facilitate emotional and social learning, such as friendliness, intelligence, empathy, humour, professionalism, and customizability. * However, there are drawbacks and limitations to using chatbots in language learning, such as availability, novelty, authenticity, and increased cognitive load. * Academic dishonesty through cheating and plagiarism. * Rahatlık ve kolaylık sağladığı için critical düşünme yetimizi kaybediyoruz. * Teachers should always be ahead of students in using technologies to guide learners most efficiently. * Teachers should not fear or ban AI tools but rather accept and welcome them, seeking ways to integrate them into language learning by focusing on teaching digital literacy, media literacy, and critical thinking. * All participants echoed the view that chatbots and similar AI technologies cannot replace human language teachers' roles in education but can enhance learning, assist teachers and even empower teachers' roles in the future.