Using alternate reality games to support the teaching of modern foreign languages

Thomas M. Connolly

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

It is recognised that games play an important role in child development. Nowadays with children growing up in a highly technologically-rich society, many of these games are computer/console based. These types of games, which we will refer to generically as computer games in this paper, have been of interest to researchers from many different perspectives, some positive (for example, motivation, engagement, teaming, skills development) and some negative (for example, violence, aggression, gender stereotyping). One particular type of game that has not been explored in detail for teaching and teaming is the Alternate Reality Game (ARG), a form of interactive narrative, often involving multiple media and game elements, to tell a story that may be affected by participants' ideas or actions. In this paper we discuss the use of an ARG to help support the teaching and teaming of modem foreign languages by European secondary school children (ages 11-18).
Original languageEnglish
Title of host publicationWEBIST 2008: PROCEEDINGS OF THE FOURTH INTERNATIONAL CONFERENCE ON WEB INFORMATION SYSTEMS AND TECHNOLOGIES, VOL 1
EditorsJose Cordeiro, Joaquim Filipe, Slimane Hammoudi
PublisherINSTICC - Institute for Systems and Technologies of Information, Control and Communication
Pages428-434
ISBN (Print)978-989-8111-26-5
DOIs
Publication statusPublished - 2008

Keywords

  • ARGs
  • motivation
  • collaboration
  • social networking
  • modem foreign languages

Cite this

Connolly, T. M. (2008). Using alternate reality games to support the teaching of modern foreign languages. In J. Cordeiro, J. Filipe, & S. Hammoudi (Eds.), WEBIST 2008: PROCEEDINGS OF THE FOURTH INTERNATIONAL CONFERENCE ON WEB INFORMATION SYSTEMS AND TECHNOLOGIES, VOL 1 (pp. 428-434). INSTICC - Institute for Systems and Technologies of Information, Control and Communication. https://doi.org/10.5220/0001530604280434