Advertisement

Collaborative Language Learning Game as a Device Independent Application

  • Razia SultanaEmail author
  • Markus Feisst
  • Andreas Christ
Chapter

Abstract

Today’s network landscape is consisting of quite different network technologies, a wide range of end-devices with large scale of capabilities and power, and immense quantity of information and data represented in different formats. A lot of efforts are being done in order to establish open, scalable and seamless integration of various technologies and content presentation for different devices including mobile considering individual situation of the end user. This is very difficult because various kinds of devices used by different users or in different times/parallel by the same user which are not predictable and have to be recognized by the system in order to identify device capabilities. Not only the devices but also Content and User Interfaces are big issues because they could include different kinds of data format like text, image, audio, video, 3D Virtual Reality data and other upcoming formats possibly used by web 3.0. According to Critical Period Hypothesis (CPH) after a certain age it is not easy for most of the people to learn a new language since the responsible part of the brain for a new language acquisition becomes more fixed. Moreover language acquisition needs a lot of interaction with other people to practice the language. For an adult person it is very difficult because they have a lot of other stuff to do in their social and professional life. So they need a tool which will support them to learn a new language by providing a chance to practice the desired language very often without requiring a lot of time and they should be able to use the tool in their own existing devices like mobile phone. Language Learning Game (LLG) is an example of such a tool. It is a device independent application where different kinds of devices and data formats are presented, as the content of a flashcard used for collaborative learning. The main idea of this game is to create a short story in a foreign language by exploiting mobile devices. The story is developed by a group of participants by exchanging sentences/data via a flashcard system. This way the participants can learn from each other by sharing their individual knowledge without the need of a constant support from a tutor and without the fear of making mistakes, because the group members are anonymous.

Keywords

Language Learning Game (LLG) Flashcards MIDlet State Dispute LDAP Server 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Christ, A., Feisst, M., & Curticapean, D. (2009). “Mobile Learning a new Paradigm of e-Learning in Optics and Photonics,” in Education and Training in Optics and Photonics, Retrieved from http://www.opticsinfobase.org/abstract.cfm?URI=ETOP-2009-ETC4.
  2. Caballe, S., Xhafa, F., Daradoumis, T., & Juan, A. A. (2010). Architectures for Distributed and Complex M-Learning Systems: Applying Intelligent Technologies, (Ed.). USA: IGI Global.Google Scholar
  3. Cekaite, A. (2009). Collaborative corrections with spelling control: Digital resources and peer assistance. International Journal of Computer-Supported Collaborative Learning, Vol. 4, No. 3 pp. 319–341.CrossRefGoogle Scholar
  4. Carducci, Bernardo, J. (2009). The Psychology of Personality. (2nd ed.). Malden, MA: Wiley-Blackwell.Google Scholar
  5. Curtiss, S. (1977). Genie: A Psycholinguistic Study of a Modern-Day “Wild Child”. New York: Academic Press. Retrieved from http://www.jstor.org/pss/1746947.
  6. Davis, K. (1949). Human Society. New York: Macmillan.Google Scholar
  7. Feisst, M., Santos, D. R., Mitic, J., Christ, A. (2005). Adaptive Heterogeneous Learning System, mLearn2005 Book of Abstracts, Cape Town, South Africa.Google Scholar
  8. Feisst, M., Christ, A. (2009). Designing a 3D User Interface for a Flashcard System with Android, mLearn2009 8 thWorld Conference on Mobile and Contextual Learning Proceedings, Florida, USA.Google Scholar
  9. Fischer, F., Mandl, H., Haake, J., & Kollar, I. (2007). Scripting computer-supported collaborative learning cognitive, computational, and educational perspectives. Computer-supported collaborative learning series. New York: Springer.Google Scholar
  10. Gaedke, M., Beigl M., Gellersen H., Segor C. (1998). Web Content Delivery to Heterogeneous Mobile Platforms, Workshops on Data Warehousing and Data Mining: Advances in Database Technologies, vol 1552, 205–217.Google Scholar
  11. Ge, Z. (2011). Exploring e-learners’ perceptions of net-based peer-reviewed English writing, Computer Supported Collaborative Learning, Vol 6, 75–91 doi.org/10.1007/s11412-010-9103-7.CrossRefGoogle Scholar
  12. Hannon, J., D’Netto, B. (2007). Cultural diversity online: student engagement with learning technologies, International Journal of Educational Management, Vol. 21 Iss: 5, 418–432.Google Scholar
  13. Helbig, G., Götze, L., Henrici, G., Krumm, H. G. (2001). Deutsch als Fremdsprache, Germany, WB-Druck, Rieden/Allgäu.CrossRefGoogle Scholar
  14. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.CrossRefGoogle Scholar
  15. Hyungshin, C., Myunghee, K. (2010). Applying an activity system to online collaborative group work analysis. British Journal of Educational Technology,Vol. 41 No. 5, 776–795.CrossRefGoogle Scholar
  16. Imai, Y. (2010). Emotions in SLA: New Insights From Collaborative Learning for an EFL Classroom. The Modern Language Journal, Vol. 94, No. 2. 278–292.CrossRefGoogle Scholar
  17. Johnson, D. W., & Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan (Ed.),Cooperative learning: Theory and Research (pp. 23–37). NY: Praeger.Google Scholar
  18. Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts—A conceptual analysis. Educational Psychology Review, 18(2), 159–185.CrossRefGoogle Scholar
  19. Lenneberg, E. H. (1967). Biological Foundations of Language. New York:Wiley.CrossRefGoogle Scholar
  20. Littlewood, W. (1998). Foreign and Second Language Learning[M]. Cambridge: Cambridge University Press.Google Scholar
  21. Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449–521.CrossRefGoogle Scholar
  22. Meawad, F. & Stubbs, G. (2008). A framework for enabling on-demand personalized mobile larning. Int. J. Mobile Learning and Organisation, Vol. 2, No. 2, 133–148.CrossRefGoogle Scholar
  23. Newport, E. (1991). Contrasting concepts of the critical period for language. In S. Carey, and R. Gelman, (Eds.), The Epigenesis of Mind: Essays on Biology and Cognition. Hillsdale: Lawrence Erlbaum Associates.Google Scholar
  24. Nova. (1997). Secrets of the Wild Child (Video program). March 1997. Boston: WGBH. Retrieved from: http://www.pbs.org/wgbh/nova/transcripts/2112gchild.html
  25. Omari, R. (2006). A SW Module for Mobile Device Dependent Content Delivery, (Unpublished Master Thesis), University of Applied Sciences Offenburg, Germany.Google Scholar
  26. Ploetzner, R., Dillenbourg, P., Preier, M., & Traum, D. (1999). Learning by explaining to oneself and to others. In P. Dillenbourg (Ed.), Collaborative Learning: Cognitive and Computational Approaches(pp 103–121), UK, Elsevier Science Publishers.Google Scholar
  27. Prichard, J. S., Stratford, R. J., & Bizo, L. A. (2006). Team-skills training enhances collaborative learning. Learning and Instruction, 16(3), 256–265.CrossRefGoogle Scholar
  28. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem-solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook for research on mathematics teaching and learning, New York: Macmillan.Google Scholar
  29. Shattuck, R. (1980). The Forbidden Experiment: The Story of the Wild Boy of Aveyron. New York: Kodansha International.Google Scholar
  30. Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293–336.CrossRefGoogle Scholar
  31. Stahl, G. (2000). A model of collaborative knowledge building. In B. Fishman & S. O’Connor-Divelbiss (Eds.), Fourth international conference of the learning science (pp 70–77) Mahwah, Erlbaum.Google Scholar
  32. Stephen, D., Krashen. (2006). Lateralization, Language Learning and the Critical Period: Some New Evidence, Language Learning, Vol 23 no 1 pp 63–74 Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1467-1770.1973.tb00097.x/pdf.
  33. Tiong. T. (2010). Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education, USA Information Science Reference.Google Scholar
  34. Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner, P. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Small Group Research, 37, 490–521.CrossRefGoogle Scholar
  35. Zha, Y., & Hong, Y. (2007). Errors in Language Learning, Sino-US English Teaching, Vol 4, No.2, 34–38.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  1. 1.University of Applied Sciences OffenburgOffenburgGermany
  2. 2.University of NottinghamNottinghamUK

Personalised recommendations