Online Chinese Language Games

Online Chinese Language Games

Online Chinese Language Games

Global education is rapidly growing as the world seeks quality and a range of educational and skill acquisitions. With that in mind, education providers are seizing opportunities to learn and interact with their students, and companies are taking the initiative to improve and enhance their students’ learning experience by expanding their scope of Chinese language courses.

While Chinese language courses are typically offered online, some schools have taken a more interactive approach to teaching Chinese with games. In this article, we examine a series of online games developed by US universities to boost student retention.

Frequent Online Games Focus On College-Level Chinese

Game developers are focusing on games that aim to increase students’ retention as they use interactive teaching methods such as combining sounds, collectations, and graphs to provide students with a deeper understanding of Chinese language, culture, and education. For example, MIT has developed a series of games designed to help students with their Mandarin vocabulary and understand the meaning of words. These games use a combination of different rules and actions to help students improve their comprehension. For example, “Chinese” is divided into short-term and long-term terms and the researchers prefer having their students play games based on short-term English words (“Chinese”) and long-term Chinese words (“Chinese”). As they improve their ability to phrase English words and vocabulary, students will develop a greater comprehension of Mandarin and more basic Chinese verbs and verbs, as well as of foreign grammar.

Georgetown University recently released a series of online games called “Alphagram,” where students learn and use everyday Chinese words (“Angry Bird” comes up more than any other Chinese word), finding that students spent as much as two times more time in the game than they did previously, helping to complete lessons more quickly. The term games developed by K-12 students develop a deeper understanding of more conceptual pieces of Chinese language, such as idioms, phrase-form and word pairings, and are more intense than Alphagram (Georgetown has been actively developing its games on an ongoing basis for the past two years).

Winners from the 2014 World Bank assessment of ICT-enabled learners (classrooms and homeschools) created games that aim to teach college-level Chinese, according to the report, “Financial Literacy Assessment of ICT Enabled Learners”, which uses three approaches for assessing the educational and economic contribution of ICT (information and communications technology) tools (applications, support, and devices) on access to information, skills, and institutions.

To develop these games, K-12 students have first been given a homework assignment, then let loose on a parallel task on their own time while using ICT devices, then experimented on their own (separate from teachers), then got feedback and continued to use the devices in the classroom and home. It is from the latter steps that the majority of the students were able to correctly answer the questions on the standardized assessments in the final round.

Classroom Video and Physical Education Games Also Used

Other companies also have investigated games for raising student’s knowledge and retention levels. The Massachusetts Institute of Technology Research Foundation provides free video games and training to teachers who want to use MIT’s exercises. Teachers can use the free games to enhance their courses while avoiding the problems of dropouts. For example, teachers are using games to improve students’ ability to learn in different settings, and the students can work in the evenings during their lunch breaks and when they have free time. These video games are also used in classrooms and in housecleaning exercises.

Babies in a baby learning center might be tested on French or German words they understand. Or a student in a course that teaches mathematics might be challenged to solve a series of equations. If the student is able to identify the solution, they can progress to the next logical step, even if they have failed with the first step. Similarly, a student might be asked to identify images on a screen with words printed on them that corresponds to the music on the speakers (this is the first step towards learning to identify and recognize musical language).

Some of the most used games are those that break down the word or image into sentence structure and then gives the student the sequence of words required to complete that sentence. The game helps players identify phrases by matching the letters to the words, which require them to recognize the correct sounds and sequence of the syllables. For example, a student might be asked to identify a word and see if it is a word with a relation to a picture that he has seen elsewhere, such as a horse and a toy horse, with the horse correctly identified as the picture.

To sum up, Online games have enabled students to advance their Mandarin and Chinese vocabulary and understand language better, to gather and learn more about their course material,

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