TY  - JOUR
T1  - Study on Pedagogical Implications of Game Based on Activity Theory
AU - Kim, Sahoon 
JO  - Asian Journal of Information Technology
VL  - 18
IS  - 7
SP  - 183
EP  - 186
PY  - 2019
DA  - 2001/08/19
SN  - 1682-3915
DO  - ajit.2019.183.186
UR  - https://makhillpublications.co/view-article.php?doi=ajit.2019.183.186
KW  - ESL
KW  -English as a second language learning
KW  -Game learning
KW  -activity theory
KW  -virtual environment
AB  - This study employed game under ESL-based
environment for foreign language education. A number of
previous researches demonstrated that game is similar to
ESL environment. This research examined what problems
the game involves by utilizing practical data. Participants
including elementary, middle and high school students
were asked to perform English learning through games.
Their conversation and activities as well as information
from interviews which had been conducted for one
semester were analyzed. Activity theory was adopted for
analysis framework by which relationship and conflict
factors were interpreted. There were several shortcomings
on language education through game which can be
summarized as follows. The first one is conflict between
users. A number of game users are different from people
we meet in real life. Since, there is no obligation for
emotion, common goal and dedication on the online,
natural conversation like in foreign countries is almost
impossible. Secondly, educational goals of every single
student were collided even if an appropriate objective was
established regarding this possibility. Normal
performance was difficult due to this fact. It is basically
not easy to meet an objective all the participant’s desire in
the game, given that smooth conversation can be
available, if students who hope to improve
communication should attain tasks including reading and
analysis. Thirdly, game activity is difficult to ensure level
and association with content contrary to systematically
designed activity in textbooks or classes in terms of tool
utility. It is necessary to induce students gradually to
study through specific design. In addition, it is significant
to present how to share emotion more than expressing
clues of conversation verbally.
ER  -