The effects of non-pedagogical videogames on vocabulary acquisition of Chilean seventh grade students.
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Date
2024
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Publisher
Universidad de Concepción
Abstract
The purpose of the following action research project was to examine the impact of non pedagogical videogames on vocabulary acquisition among seventh-grade students in Chile. The sample of this study included 56 students from two different schools in Los Ángeles, Chile: Colegio San Ignacio, and Escuela República de Israel. Over six weeks, students participated in five gaming sessions focused on vocabulary development, supported by pre- and post-vocabulary tests and perception surveys. The general objective of the project was to explore how non pedagogical videogames, specifically Roblox, influenced vocabulary learning. Statistical analysis of the data revealed mixed results, one school showed significant vocabulary improvement, while the other did not demonstrate statistically significant difference. These findings contribute evidence to the growing body of literature on digital game-based learning approach in Chilean contexts, highlighting the potential of this approach for vocabulary acquisition. They also emphasize the importance of external factors such as resources and students’ engagement in determining its effectiveness.
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Tesis presentada para optar al título de Profesor de Inglés