phần mở đầu của luận văn, cần nêu rõ các vấn đề sau: Lý do chọn đề tài; Mục đích của nghiên cứu; Đối tượng nghiên cứu; Phạm vi của nghiên cứu; Nhiệm vụ nghiên cứu; Giả thuyết khoa học; Các phương pháp nghiên cứu; Cấu trúc của luận văn. Học viên xin tiếp thu và đã bổ sung vào 3 trang của (Summary of the master’s thesis) có 8 đề mục bao gồm: chi tiết lý do chọn đề tài. Trình bày mục đích nghiên cứu; đối tượng, phạm vi và phương pháp nghiên cứu lý thuyết cũng như lấy ý kiến chuyên gia qua phiếu khảo sát. Và bổ sung cấu trúc luận văn gồm 3 chương.
2- Bổ sung thêm ở chương 3 nội dung khảo sát lấy ý kiến chuyên gia về tính khả thi của website hỗ trợ dạy học sử dụng trò chơi số. Học viên xin tiếp thu và đã bổ sung nội dung phiếu khảo sát, kết quả khảo sát của 20 chuyên gia trong lĩnh vực giáo dục vào chương 3 (bổ sung từ trang 42 đến trang 49). Dựa vào các số liệu và biểu đồ mà các chuyên gia đưa ra, học viên đã phân tích và tính khả thi, khả năng áp dụng đối với trò chơi số trong giáo dục 3- Viết lại phần tài liệu tham khảo chính xác theo thứ tự của danh sách các tài liệu tham khảo và thiếu tài liệu tham khảo của các tác giả Việt Nam. Học viên xin tiếp thu và đã bổ sung, chỉnh sửa các tài liệu tham khảo liên quan đến luận văn này (trang 56, 57).
Ngày tháng năm 2021 Giáo viên hướng dẫn Tác giả luận văn Nguyễn Thị Thanh Tú Batyr Allamuradov CHỦ TỊCH HỘI ĐỒNG Nguyễn Thị Hương Giang Mẫu 1c DEDICATIONS I'd want to express my gratitude to Prof. Thai The Hung, Dr. Nguyen Thi Huong Giang, Dr. Nguyen Thi Thanh Tu, Ms.
Lien offered encouragement and guidance throughout the course of preparing my thesis. I am particularly appreciative to those who submitted case studies and shared their experiences. Additionally, I would like to express my gratitude to everyone who has generously assisted me in obtaining permission to use the screen images that appear throughout this thesis. Finally, I'd want to express my heartfelt gratitude to my long-suffering thesis, who has managed to keep me sane over the last year with my steadfast support and good counsel.
Giáo viên hướng dẫn Ký và ghi rõ họ tên SUMMARY OF THE MASTER'S THESIS Topic: Constructing a website supporting learning instructions using digital games Thesis author: Batyr Allamuradov Instructor: Dr. Nguyen Thi Thanh Tu Key word (Keyword): Learning with Digital Games Summary content: 1. Reasons for choosing the topic Developing a website supporting learning instructions using digital games. Why did I choose to write a thesis about using a digital game? Because digital game-based learning presents questions of acceptability and appropriateness in the setting of higher education, it is critical for practitioners to explain their actions and demonstrate the effectiveness of the innovation.
There is still a dearth of data about the approach’s efficacy - not because it is not a viable technique for improving teaching and learning, but simply because the area lacks strong study proof. I believe it is important to assess the usage of digital games for learning in higher education for two reasons. To begin, research assessment may be used to demonstrate the effect of a new teaching technique on a variety of factors, including student learning and development, application of learning in the real world, student experience, and motivation. Without assessment, it is difficult to determine whether or not the game was a success or to demonstrate its efficacy.
Second, doing study into the efficacy of any games you employ will allow you to pinpoint parts of the game-based learning package that need further attention. Research purpose Learning with digital games: a practical guide to engaging students in higher education aims to provide a straightforward introduction to the creation and use of computer games to support learning, teaching, and assessment with adult learners. Research object Using IT to teaching English in high school. Research scope The developing a website supporting learning instruction using digital games in teaching English subject at high school.
Research methods The research methods are the theoretical research method: document collection, document research. Experimental method, survey, mathematical statistics… 6. Concise summary of the main content and new contributions of the author higher education teaching and learning professionals, learning with digital games provides an accessible, straightforward introduction to the field of computer game-based learning. Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view of the use of computer games with adults.
Conclude The assessment of digital game-based learning is another key issue, and it is important to ensure that any assessment is appropriate and valid. The introduction of game-based learning is a good opportunity to think about the way in which a course is assessed and to try new approaches. As in all aspects of introduction of a teaching innovation, evaluation is important to ensure that your practice is effective and to improve the way that teaching, learning and assessment is carried out. Thesis Organization The thesis consists of three chapters: Chapter 1: Theoretical and practice foundation of teaching through digital game.
Chapter 2: Designing a model of teaching with digital games in English subject in secondary / high school. Chapter 3: Teaching experiment and assessment. TABLE OF CONTENTS CHAPTER 1. THEORETICAL AND PRACTICE FOUNDATION OF TEACHING THROUGH DIGITAL GAME.
Overview of research on digital games in Vietnam and the world .1 Defining digital games for learning .2 Teaching with digital game .2 Main concepts of teaching young learners with digital games .2 Teaching young learners with digital games .3 Why use digital games for learning? .4 Model teaching with digital games .5 Principles of teaching with digital games .6 The reality of teaching with digital games. DESIGNING A MODEL OF TEACHING WITH DIGITAL GAMES IN ENGLISH SUBJECT IN SECONDARY / HIGH SCHOOL .1 Characteristics of teaching English in secondary/ high school Sitemap website. TEACHING EXPERIMENT AND ASSESSMENT .1 Purpose of teaching experiment and assessment .2 Content of teaching experiment and assessment. Method of teaching experiment .2 Prepare the experiment.3 Conducting the Experiment .4 Assessment and processing of experiment results .5 Survey on Teaching with Digital Games.
56 LIST OF FIGURES Figure 1 Using digital games to educate as a model. 7 Figure 2 Instructional models allow students to participate in strong cognitive and social tasks. 8 Figure 3 Various methods may be used in conjunction with learning theories. 16 Figure 4 Game-based learning in teaching techniques………………………….24 Figure 5 Designing a model of teaching with digital games.
25 Figure 6 Integrate games in teaching methods. THEORETICAL AND PRACTICE FOUNDATION OF TEACHING THROUGH DIGITAL GAME 1. Overview of research on digital games in Vietnam and the world The rapid development of information technology has provided numerous supports for teaching. Integrating information technology into teaching activities has become a trend and a requirement for practitioners to facilitate learners to achieve the best outcome in the new era.
Recently, the use of digital game-based activities for teaching and learning has emerged and brought undeniably impressive benefits. Regarding education in Viet Nam, various changes have emerged in the methods of teaching over the past few years due to the growth of digital era. These changes happened to create fun and engaging learning environment to learners. In line with the aim to amplify students the research is utterly significant to teaching because without sufficient knowledge, students are unable to understand others, to express their own ideas straightforwardly and to adapt to the growing pace of technology or meet the demand of competitive labor market.
It leads to the barrier of successful communication and career ladder. Some authors such as [1] Phan Huynh Anh Hoa, (2013), Le Thi Kim Oanh (2020), Le Bich Ngoc (2014) have paid attention to research and compile several games and learning games. The systems of games and learning games mentioned by the authors are mainly aimed at consolidating knowledge for several subjects such as: Forming elementary math symbols, getting acquainted with the environment, surroundings training the senses of attention, memory, development of thinking and language for students. The authors are especially interested in the developmental meaning of learning games, not only in the development of the senses but also in the development of the learners' general psychological functions.
However, in these studies, they have not studied the construction and use of teaching games for the cognitive process of learners. 1 Recently in the work "Students games", author [2] Nguyen Thi Anh Tuyet (2014) mentioned intellectual games. This type of game has the effect of promoting children's intellectual activity. In this work, she introduced some mind games for children.
The author [3] Tran Thi Ngoc Tram (2019) has designed a learning game system to develop the generalization ability of preschool children. A few theses and recent researchers also mentioned the construction and use of teaching games to promote the activeness of learners. However, each author considers teaching games in different subjects, for example: Truong Thi Xuan Hue studies the construction and use of games to form initial math symbols for children. Hua Thi Hanh studies the design and use of learning games to develop the intelligence of school students (6-11) years old).
The author has outlined several measures to promote the active learning of students through the construction and use of learning games evolve from a purely technical tool to a widespread culture of play, the results from this study may help unleash generations of students who are inquisitive and confident. Digital game-based learning has shifted focus from learning with lectures and written tasks to learning with games and it has become an indispensable part of modern education. Several new strategies have been proposed through digital games [4] Ibrahim L., (2015) which allow learners to be actively involved in classroom activities. As digital games indicate a promising approach in terms of embodying learning in situated meaning, educators are increasingly using digital games to facilitate learning.
Researchers have also shown that using digital games for learning has many potentials., (2015) have investigated the effects of different computer-based game techniques with paper- based games. The results of the study showed significant improvement in both methods of game. Nonetheless, students who were given digital game treatment achieved 2 higher score. Therefore, their study proves that digital games are more likely to influence students' learning compared to paper-based games.
Another study from [6] Yip and Kwan (2006) reported that students who used digital games are more likely to succeed in learning new vocabulary compared to students who learn the same set of words through conventional approaches. [7] Riahipour and Saba (2012) conducted the paper that represented a few examples from the literature concerned with the use of vocabulary games in learning the target words. Both authors mentioned that traditional activities such as memorization of long vocabulary lists, derivations, repetition of words, translation, fill-in-the-blank exercises are boring for students. (2013) conducted a study on the use of games to improve vocabulary mastery.
The aim of his research was to improve vocabulary mastery of the seventh-grade students. His research was a kind of classroom action research (CAR) in which the researcher acts as the teacher who leads teaching activity. To collect data, he used observation checklist, field note and a test. The participants of his study were 29 students of seventh grade students.
His study consists of four major steps: planning, implementing, observing, and reflecting. The findings of the study showed that the use of online games can improve students’ vocabulary mastery achievement.
