Digital Vocabulary Games for Young Learners' Retention

Digital Vocabulary Games for Young Learners' Retention

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1.      Introduction Globalization era has influenced parents to enroll their children learn English and the number increases every year (Phuong & Nguyen , 2017). They believe that the earlier they learn, the better their future (Damar, Gursoy, & Korkmaz, 2013; Bardakci, 2011). They have a mind to prepare them compete in a higher level. Therefore, many children go to formal school since they are very young. Globalization era deals with digital era that everything can be accessed through technology. Therefore, children are sophisticated and good users of technology (AlShaiji, 2017). However, a problem rises since they still learn through memorizing and are not able to recall the expected number of vocabularies (Manik & Christiani, 2016; Smith, et al., 2013). In formal schools, some teachers teach the learners vocabulary through translation (Bardakci, 2011). These old ways should no longer be implemented since it did not result as well as employing futuristic media such as digital games. Although technology especially games has become a part of everybody’s life, adult poeple still hesitate its significance in learning. The stereotype that games are for playing not learning, causes emerging restlessness in parents’ head. Moreover, a study conducted by Utami, Aprilanita, & Mansur (2017) discover that there is no meaningful difference between learners who play games and they who do not. In addition, misunderstanding between the types of DGBL and aggression games becomes the main reason (Anderson & Dill, 2000). To avoid some challenges such as distractions and negative impacts caused by games, they prefer utilizing printed media such as textbooks and flashcards. However, many studies conducted resulted positively on the use of digital vocabulary game towards the learners’ vocabulary retention (AlShaiji, 2017; Rabu & Talib, 2017; Taheri, 2014; Wang, Shang, & Briody, 2011). Also, Smith, et al. (2013) conducted a study which examine the positive impact between textbooks and digital games and it was found that digital games gave the better result. This finding is similar to Wood’s (2001) finding.  This article intends to investigate its effect on young learners’ vocabulary retention. It can be utilized to inform how digital vocabulary games are beneficial in young learners’ retention. The point to be discussed specifically focuses on DGBL. It involves four sub-areas such as the advantages, the distractions, the considerations during implementation, and its types.

2.      Digital Vocabulary Games

2.1  Advantages Digital era has brought technology as the main companion and it spreads to education. Habituating them with technology will beneficially effect their daily life (Prensky, 2001) since it accommodates them with contextual learning (Bakar & Nostirad, 2013; Smith, et al., 2013). They will subconsciously utilize technology around them as a medium for learning. Prensky (2001) started the chapter by making a notion that DGBL are the prior media for introducing literacy to youths. They are no longer considered as a pristine entertaining medium yet media-based learning.  Prensky (2001) noted that DGBL is auspicious since it can be utilized to accommodate those who face difficulty in learning. It specially approaches them through their characteristics. As a recreation, the players will be excited in playing it and are willing to finish the match with the highest score. In order to win the games, they should really comprehend the regulation. Then, they arrange plans and steps to reach the target including overcoming the obstacles with their imagination. The games usually provide some stages such as beginner, average, and higher levels. It is customized based on their ability and the time they begin but the new players sometimes can directly start from the average of the high level. To be noted, the higher the level, the harder the challenges, and the more demanding the effort. The score shown helps them correct their answer whether they already achieved the targeted number or not. It is in line with what has mentioned by Bakar & Nostirad (2013) that DGBL trigger them to be autonomous because they do not require teachers’ feedback. Thus, it is also flexible to be used (Bakar & Nostirad, 2013). If they are able to win the first level, it will give them satisfaction and addiction. Moreover, they will be more self-confident  (Aslanabadi & Rasouli, 2013; Wang, Shang, & Briody, 2011; Turgut & Irgin, 2009; Rabu & Talib, 2017). On the other hand, the failure will give them the opposite feelings, yet they will not stop trying. Therefore, addiction is the biggest advantages. In short, both success and failure will  encourage them to retry and go on the following levels. All activities mentioned above are dealing with games’ interactivity that provide actions (Bates, 1991; Rabu & Talib, 2017; deHaan, Reed, & Kuwada, 2010). To play in groups, the action and the interaction will extend and be wider. Thus, it can refute the absence of interaction in DGBL. In that interaction, they will work together with their teammates and compete with the opponents (Taheri, 2014). Therefore, competitive and cooperative environment are created. Moreover, since each person is created with different thought, they can share and transfer ideas (Taheri, 2014; Turgut & Irgin, 2009) which is shortly called discussion in order to set and arrange the well-done strategy. Furthermore, Smith, et al. (2013) noted that interaction only occurs in group plays while in one player, there is no interaction. McGlothlin (1997) said that children use their interest to make them keep learning. It is a good chance to apply a digital vocabulary game since most children like and are interested in it.  Also, DGBL do not require physical activity, so they will not be tired in the middle of the activity. The other advantages is transferability which occurs when the players face some unknown words (Turgut & Irgin, 2009). They will try to figure out and guess the meaning. Through the game visualization, they may be mediated and easier to guess the meaning. The attractiveness of game especially the visualization will increase their impetus and confidence (Aslanabadi & Rasouli, 2013; Wang, Shang, & Briody, 2011; Turgut & Irgin, 2009; Rabu & Talib, 2017). Since the notion of learning seems rigid and scary for children, the presence of playing as the new activity not only attracts them but also minimizes their anxiety  (Wang, Shang, & Briody, 2011) and creates cheerful atmosphere (Taheri, 2014). The most important thing is its function which helps the learners or the players to store the newly acquired vocabulary in the long term memory (Smith, et al., 2013; Yip & Kwan, 2006) and it eases them to produce what they have memorized. It is because they can directly perform what they have already known (Franciosi, 2017). It clearly proves that DGBL is a better choice than the classical media.

2.2 Distraction Although digital vocabulary games serve many advantages, teaching young learners is not easy since they tend to be easily distracted and have short span (Phuong & Nguyen , 2017; Prensky, 2001; Wood, 2001). The teacher or the trainer intends to facilitate the youths in acquiring and developing their vocabulary and to catch their attention yet it sometimes becomes a boomerang. To attract them, he often utilizes a game with many audio-visual effects. However, it becomes too attractive, and they may misunderstand the purpose of playing games (Yip, F. W.M., & Kwan, A.C.M. 2006). If it happens, the chance to convey the material is getting smaller because they become too interested in the games and misunderstand the purpose. Related to anxiey, Wang, Shang, & Briody (2011) explained about its pros and cons. As already mentioned in the previous part, DGBL minimize the anxiety level. It is strongly proved if the player is singular. On the other hand, group players may raise this problem. The sense of competitiveness may commit pressure from one member to the other members. They who get pushed will be nervous and afraid to commit mistakes which will lead to the team’s loss. Moreover, the anxiety level will increase if the person is a low achiever and is on the same team with the high achievers. Gruss (2016) showed that distractions are often found during the implementation of a game. Classroom racket and wandering and disruptive learners (Gruss, 2016; Prensky, 2001) are the first two major obstacles. It may happen if some learners are doing their turn while others have finished or are waiting for their turn. They will disturb the player, walk inside the classroom, making noises, or do other unrelated activities. In short, the teacher is unable to discipline them at the same time. Finding less-motivated learners may commit another obstacles. There are many reasons that make them be discouraged and it may be caused by their incomprehension towards he game rules yet they prefer being silent to asking. It is getting worse when the activity is running out of time yet the teacher has not given a reflection on the present material yet.

1.3  Consideration Selecting an appropriate way to teach vocabulary still occurs as the main problem (Taheri, 2014). Prensky (2011) stated that the appropriate ways in conveying the material should not distract and confuse the learners. He implicitly suggested that the medium selected should be based on the needs. Being critical in selecting appropriate media for teaching is vital, otherwise it will not be useful and meaningful. Moreover, teaching young learners is different from adults since they explicitly and directly accept the input. Once they receive the input, there is a bigger possibility that it sill be stored in their long term memory. How if the input is incorrect? It must be very hard to correct and change it. Moreover, they cannot get the implicit material and value if they are not stated clearly. In addition, selecting digital media is different from the classical ones. Bates (1991) proposed seven considerations which are abbreviated into ACTIONS. It stands for Accessibility, Cost, Teaching functions, Interactivity, Organizations, Novelty, and Speed. In the term of access, the teacher needs to know who the students are and whether the media used can be achieved by them or not. Then, its flexibility should be re-thinked (Bakar & Nostirad, 2013). This media can be used only inside the classroom but it is better if the media can be utilized to facilitate their learning outside the classroom. Then, the better option if it is only conducted at school, the teacher can employ the school facility such as the computer room. Therefore, all of them are able to access it at the same time and at the same place. The second is cost which refers to how much money is spent. The media should be low-price or inexpensive. It is better if the teacher and the students do not need to spend any money or is considered free. Related to the hardware, most students in fact already had it. Digital media requires cost if it deals with the online ones where they need internet connection. Another choice is by employing the school facility such as computer room. The sub-consideration of selecting the media is by listing what the software and hardware are, so we can estimate the budget. After determining it, we have to reckon whether the media selected can be implemented for longer timer or not. Teaching function is the third consideration. Does the medium explain the material well? Does it clarify the unclear material? Is the function in line with the material? Those are the basic questions for this point. Before deciding a specific medium to be employed, the teacher needs to figure out whether it will result better or not and explain or represent the concept which is hard to be understood. Also, it should be education-based. Thus, the process and the goals will be directly proportional. This point is also mentioned by Yip & Kwan (2006) who highlighted the purposes and the learners’ needs. The other function of the media is facilitating what has not been equipped by the previous media such as white board and flashcards. In order to maximally provide the needs, it should be easy and simple to be operated. All students must be familiar with the media and the clear instruction. Interactivity deals with two terms; response and feedback. deHaan, Reed, & Kuwada (2010) found that interactivity is a vital aspect in implementing games. The things that need to be highlighted are the players’ control to the communication and the role exchange in mutual discourse. They also found that the participants who watch the games are able to recall the vocabulary rather than the players. The players’ interactivity is shifted by their focus between vocabulary retention or the video games. On the other hand, the watchers had more opportunities to concentrate on the vocabularies, so they got more input better than the watchers. Therefore, this finding is rather contradictory with Bates (1991) principle. He stated that two-way interaction will result better than one way interaction. The existence of response from the player is leading to feedback (Rabu & Talib, 2017). The feedback is presented in the form of correct answers which is valued with numbers. Therefore, the synthesis of Bates (1991)’s principle and deHaan, Reed, & Kuwada (2010)’s finding lie in the focus, activity, and input. The players are too excited to win the games so their priority is to achieve the score as high as possible. Meanwhile, the watchers do not have any goal except receiving the projected vocabulary. Also, they have time to process it. The other sub-point is the number of the learners in one class (deHaan, Reed, & Kuwada, 2010). If it requires peer or group work and in order to effectively run, there should be a few number of learners. Organization does not rely on the media itself yet the relationship between the needs and the institution. If the teacher needs the media in the form of hardware such as computer, screen projector, etc, he must consult with the head master and other teachers. Then, they will discuss whether the media are really needed and necessary to be bought. The other issue of organization is how the teacher arrange the activity in order to encourage the learners, achieve the goal, and produce better and intended results. Novelty means new media. This point is actually skipped because not all institutions and learners are predicted to have the newest technology. Also, the newer the media, the more expensive the cost. It will make all people difficult to access it such as the teacher, the institutions, the learners, and their parents. Speed relates to the pace that the teacher does in employing the material. The disadvantage of applying DGBL is that the teacher cannot set the speed especially in video games. However, there are some vocabulary games that provide some level for the players such as slow, medium, or fast. Thus, the teacher can select one of them based on the learners’ proficiency. Also, some of them are set by a certain duration and the players should stop if the time is up. The time spent is effectively used. However, some are not set by duration. It relies on the player to answer the questions correctly. This type will spend much time. Reviewing from many distractions committed by DGBL, consideration is the most important aspect to be highlighted in order that the DGBL implementation be successful.

3.4 Types of Digital Vocabulary Game

Dividing the types of game can be variegated. It is basically classified into modern and traditional ones. However, the modern one which refers to the use of computer and other technological tools involves online and offline (Yip & Kwan, 2006). Those two types have their own weaknesses and strengths. The strengths of online games are the regular and automatic updates so the player will face the new input and the ability to conduct group plays such as games and video games in BBC Online Games website (AlShaiji, 2017; Rabu & Talib, 2017). Many learners are more convenient with online learning rather than direct learning. However, stable internet connection is needed to make it run well. On the other hand, offline games can be played without similar technical interruption. However, they can only be played by a single player and  the vocabularies are limited. After they finish all the levels, they are faced with the same vocabulary games and input. They do not update and renew automatically, for example definition game, half a cross word, cross them out, making sentences (Taheri, 2014). Being compared to classical media, video games provide more advantages on the experimental group rather than the control group (Lin & Tseng, 2012). In video games, the players are faced not only with new vocabularies but also with contextual activities. The contextuality refers to how the avatar do the activities such as interaction, communication, and socialization (AlShaiji, 2017). It is just like the real activity yet it is projected through visual technology. deHaan, Reed, & Kuwada (2010) conducted a study to find out the interactivity provided by video games on the foreign vocabulary retention. He proved that there was an interaction which occured between the players and the video games. Although they do not work in a team, they pay attention to what the avatar does and demands response from the player.  However, deHaan, Reed, & Kuwada (2010) stated that the players and the watchers received the same vocabulary input but the watchers were better in retention. It was caused by the interactivity in the videos games where the players were busy to play while the watchers have more leisure time to completely acquire. It shows that the interactivity in veideo games can both support and impede the foreign language vocabulary acquisition. The next is matching game which was used by Yip & Kwan (2006) is in the form of cards. The players play in a certain duration, and they need to remember each piece of cards to be matced in order to finish the level. Those who have good conitive skills must have been able to finish the game as soon as possible. Similar to Yip and Kwan, Manik & Christiani (2016) utilized matching games of CALL to link the clues and the intended pair to be matched. In their study, the number given between the clues and the description are the same. Therefore, they can half-self correct their answers because it they commit one mistake, they may realize it in matching with other answers. The types of DGBL are presented to give references in teaching vocabulary to youths. Those can be customed based on the needs and learners’ condition.

2.      Previous Research In this part, the author provides four related researches. All of them are investigating the effects of DGBL on vocabulary retention. The first was conducted by Taheri (2014). He was trying to prove whether game-based learning affects beneficially on the 32 young female learners’ vocabulary memory or not. Through three post tests, the general result revealed that the experimental group performed better on recalling the vocabulary rather than the control group. In detail, there are six benefits of DGBL for their learning. Those are interactivity, contextuality, cooperative environment, self-esteem, enthusiastic attitude, and entertaining atmosphere. Similar to Taheri, Wang, Shang, & Briody (2011) intended to find out the influence of DGBL in teaching young children. There were 23 male and 27 female learners of primary schools participated in this study. It did not specifically focus on vocabulary yet language proficiency. However, it was found that the games positively influence the the learners’ motivation and vocabulary acquisition. Good attitude was performed by them which indicated that they were enthusiastic. The high level of motivation leads to their progress on acquiring vocabulary. In short, the higher the motivation, the better the vocabulary acquisition. The game was considered advantageous and effective not only for the good learners but also the poor learners. AlShaiji (2017) involves a bigger number of participants in his study. 60 kindergarten learners in Saudi Arabia were divided into two groups: control and experimental. The DGBL used in experimental group was video games from British Council official website while the control group received a classical way of teaching and used old media . Then, the result indicated that the learners in experimental group achieved higher score since they learnt subconsciously. The author also framed that the media used are beneficial and effective for helping them acquire new vocabularies. This study broke the notion that DGBL is ineffective in learning. Seventy learners from grade four were selected in Rabu & Talib’s (2017) study. They were grouped equally into control and experimental group and were properly selected based on their English proficiency scores in the previous grade. A quasi-experimental method was conducted in order to examine the impact of DGBL on vocabulary achievement. As a comparison, the control group was taught through interactive multimedia learning. A circle from Garris et al. (2002) was utilized to frame the learners progress during the implementation of DGBL. The game was properly selected by considering the pace, difficulty level, audio-visual effects, and the material. Similar to the previous researches, the finding indicated positively on vocabulary achievement. Moreover, they show their good attitudes towards the implementation of DGBL and are willing to use it in everyday learning.

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