The Enhancement of Students’ Interests and Efficiency in Elementary Japanese Learning as a Second Language through Online Games with Special Reference to Their Learning Styles

  • Steven Kwan Keung Ng
  • Charles Kin Man Chow
  • David Wai Kee Chu
Part of the Communications in Computer and Information Science book series (CCIS, volume 177)

Abstract

The introduction of online games in the implementation of Japanese language education at the elementary level is both desirable and challenging. It meets various demands from the population amongst many learners of Japanese language as a second language who are motivated mainly through playing online games but without any knowledge of Japanese language and also underlines some practical issues which involve the actual operations in Japanese classrooms, with respect to the possible outcomes realized through second language acquisition. In this paper, authors attempt to relate Fleming’s model of VARK with its applications in different learning styles in elementary Japanese learning. They are illustrated with two different kinds of online games in each of the VARK strategies, namely visual, aural, read/write and kinesthetic. Above all, this article can as well be a reference for those Japanese teachers who are struggling in conducting elementary Japanese lessons in a more pleasant way as perceived by the learners.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Blackwell, R., Miniard, P., Engel, J.: Consumer Behavior. Thomson Higher Education, Mason (2006)Google Scholar
  2. 2.
    Breckler, J., Joun, D., Ngo, H.: Learning styles of physiology students interested in the health professions. Advances in Physiology Education 33, 30–36 (2009)CrossRefGoogle Scholar
  3. 3.
    Dobson, J.: Learning style preferences and course performance in an undergraduate physiology class. The American Physiological Society 33, 308–314 (2009)Google Scholar
  4. 4.
    Dunn, R., Dunn, K.: Learning style inventory. Lawrence, KS: Price Systems (1989)Google Scholar
  5. 5.
    Entwistle, N., Tait, H.: The revised approaches to studying inventory. University of Edinburgh Centre for Research on Learning and Instruction, Edinburgh (1995)Google Scholar
  6. 6.
    Felder, R., Silverman, L.: Learning and Teaching Styles In Engineering Education. Engineering Education 78(7), 674–681 (1988)Google Scholar
  7. 7.
    Fleming, N.: Teaching and learning styles: VARK strategies. N.D. Fleming, Christchurch (2001)Google Scholar
  8. 8.
    Fleming, N., Baume, D.: Learning Styles Again: VARKing up the right tree! Educational Developments, SEDA Ltd. 7.4, 4–7 (2006)Google Scholar
  9. 9.
    Freitas, S., Griffiths, M.: Online gaming as an educational tool in learning and training. British Journal of Educational Technology 38(3), 535–537 (2007)CrossRefGoogle Scholar
  10. 10.
    Gardner, R.C., Lambert, W.E.: Attitudes and Motivation in Second Language Learning. Newbury House, Rowley (1972)Google Scholar
  11. 11.
    Gartners, Worldwide Smartphone Sales to End Users by Operating System in 2010 (2011), http://www.gartner.com/it/page.jsp?id=1543014
  12. 12.
    Gregorc, A.: Learning/teaching styles: Their nature and effects. In: NASSP Monograph, pp. 19–26 (October/November 1979)Google Scholar
  13. 13.
    Hawk, T., Shah, A.: Using Learning Style Instruments to Enhance Student Learning. Decision Sciences Jounrnal of Innovative Education 5(1), 1–19 (2007)CrossRefGoogle Scholar
  14. 14.
    Hussain, Z., Griffiths, M.: The Attitudes, Feelings, and Experiences of Online Gamers: A Qualitative Analysis. CyberPsychology & Behavior 12(6), 747–753 (2009)CrossRefGoogle Scholar
  15. 15.
    Kellogg, D.: Among Mobile Phone Users, Hispanics, Asians are Most-Likely Smartphone Owners in the U.S., neilsenwire (2011), The Nielsen Company, http://blog.nielsen.com/nielsenwire (February 1, 2011)
  16. 16.
    Kolb, D.: Experiential learning: Experience as the source of learning and development. Prentice-Hall, Englewood Cliffs (1984)Google Scholar
  17. 17.
    Lightbown, P.M., Spada, N.: How languages are learned. Oxford University Press, Oxford (2006)Google Scholar
  18. 18.
    Lyster, R.: Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition 26(3), 399–432 (2004)CrossRefGoogle Scholar
  19. 19.
    Meister, J.: Learning From Multiplayer Online Games. Chief Learning Officer. MediaTec. Publishing, Inc. (2008)Google Scholar
  20. 20.
    MOBILEtut.com (2010), Web http://www.mobiletut.com
  21. 21.
    Murphy, R., Gray, S., Straja, S., Bogert, M.: Student Learning Preferences and Teaching Implications. Journal of Dental Education 68(8), 859–866 (2004)Google Scholar
  22. 22.
    Oliver, M., Carr, D.: Learning in virtual worlds: Using communities of practice to explain how people learn from play. British Journal of Educational Technology 40(3), 444–457 (2009)CrossRefGoogle Scholar
  23. 23.
    Schrader, P., McCreery, M.: The acquisition of skill and expertise in massively multiplayer online games. Education Technology Research Development 56, 557–574 (2008)CrossRefGoogle Scholar
  24. 24.
    TNS (2010) Smartphone usage set to dominate Hong Kong mobile market. TNS Global Telecoms Insights Survey (2010)Google Scholar
  25. 25.
    Tsang, P., Kwan, R., Tse, S.: Enhancing Student Learning Through Technology: A Case Study of “Online Game” and “Webgame” Experiment. Enhancing Learning Through Technology – Research on Emerging Technologies and Pedagogies, pp. 233–249. World Scientific, Singapore (2008)CrossRefGoogle Scholar
  26. 26.
    Yip, F., Kwan, A.: Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International 43(3), 233–249 (2006)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Steven Kwan Keung Ng
    • 1
  • Charles Kin Man Chow
    • 1
  • David Wai Kee Chu
    • 1
  1. 1.Caritas Bianchi College of CareersHong Kong

Personalised recommendations