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Resources

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He who knows no foreign languages knows nothing of his own.
– Johann Wolfgang von Goethe

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Latest News

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Events

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Research Behind SPROK

[/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” background_color=”#F1FBFF” custom_margin=”30px||||false|false” border_radii=”on|20px|20px|20px|20px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” background_color=”#F1FBFF” global_colors_info=”{}”][et_pb_blurb title=”DIGITAL GAMES ARE EFFECTIVE FOR SECOND-LANGUAGE LEARNING” image=”https://projectredit.com/wp-content/uploads/2024/04/book-icon.png” icon_placement=”left” image_icon_width=”114%” content_max_width=”935px” content_max_width_tablet=”555px” content_max_width_phone=”260px” content_max_width_last_edited=”on|tablet” _builder_version=”4.25.0″ _module_preset=”default” header_font=”|700||on|||||” header_text_color=”#295278″ header_font_size=”18px” body_text_color=”#295278″ body_font_size=”16px” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″ header_line_height=”1.4em”]

Acquah, E. & Katz, H. (2020; online first 2019). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. Computers in Education, 143.

This systematic literature review concludes that digital learning games are effective tools for language learning. Studies conducted within a formal learning environment, with or without teacher adaptation, resulted in mostly positive language acquisitions. Digital learning games (DLG) can benefit players’ language acquisition, affective/psychological states, contemporary skills, and participatory behavior.

[/et_pb_blurb][et_pb_button button_url=”https://www.researchgate.net/publication/335321967_Digital_game-based_L2_learning_outcomes_for_primary_through_high-school_students_A_systematic_literature_review” url_new_window=”on” button_text=”READ THE PUBLICATION” _builder_version=”4.25.0″ _module_preset=”default” button_text_size=”12px” button_text_color=”#C7492E” button_bg_color=”RGBA(255,255,255,0)” button_border_width=”0px” button_letter_spacing=”1px” button_icon=”||fa||900″ button_on_hover=”off” custom_margin=”-20px|||70px|false|false” custom_margin_tablet=”-20px|||90px|false|false” custom_margin_phone=”-20px|||90px|false|false” custom_margin_last_edited=”on|tablet” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][/et_pb_button][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” background_color=”#F1FBFF” custom_margin=”30px||||false|false” border_radii=”on|20px|20px|20px|20px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” background_color=”#F1FBFF” global_colors_info=”{}”][et_pb_blurb title=”GAME ELEMENTS MAKE LEARNING FUN” image=”https://projectredit.com/wp-content/uploads/2024/04/book-icon.png” icon_placement=”left” image_icon_width=”114%” content_max_width=”935px” content_max_width_tablet=”555px” content_max_width_phone=”260px” content_max_width_last_edited=”on|tablet” _builder_version=”4.25.0″ _module_preset=”default” header_font=”|700|||||||” header_text_color=”#295278″ header_font_size=”18px” body_text_color=”#295278″ body_font_size=”16px” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″ header_line_height=”1.4em”]

Sandvik, C. (2020). Spelelement gör det roligare att lära sig. Åbo Akademi nyheter, December 16th.

This article highlights some important points about why digital games can promote learning. In addition to making learning more fun, games and game elements have the potential to increase interest and motivation. The structure of a game gives a sense of control and competence, as games are usually divided into smaller sequences, providing immediate feedback and the opportunity for repetition. Cooperation, challenges, and/or competition elements can increase motivation. The combination of sound, image, and movement also supports learning and the underlying neurological mechanisms.

[/et_pb_blurb][et_pb_button button_url=”https://www.abo.fi/nyheter/spelelement-gor-det-roligare-att-lara-sig/” button_text=”READ THE PUBLICATION” _builder_version=”4.25.0″ _module_preset=”default” button_text_size=”12px” button_text_color=”#C7492E” button_bg_color=”RGBA(255,255,255,0)” button_border_width=”0px” button_letter_spacing=”1px” button_icon=”||fa||900″ button_on_hover=”off” custom_margin=”-20px|||70px|false|false” custom_margin_tablet=”-20px|||90px|false|false” custom_margin_phone=”-20px|||90px|false|false” custom_margin_last_edited=”on|tablet” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][/et_pb_button][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” background_color=”#F1FBFF” custom_margin=”30px||||false|false” border_radii=”on|20px|20px|20px|20px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” background_color=”#F1FBFF” global_colors_info=”{}”][et_pb_blurb title=”IMPROVING IMMIGRANT INCLUSION THROUGH THE DESIGN OF A DIGITAL LANGUAGE LEARNING GAME” image=”https://projectredit.com/wp-content/uploads/2024/04/book-icon.png” icon_placement=”left” image_icon_width=”114%” content_max_width=”935px” content_max_width_tablet=”555px” content_max_width_phone=”260px” content_max_width_last_edited=”on|tablet” _builder_version=”4.25.0″ _module_preset=”default” header_font=”|700|||||||” header_text_color=”#295278″ header_font_size=”18px” body_text_color=”#295278″ body_font_size=”16px” hover_enabled=”0″ global_colors_info=”{}” header_line_height=”1.4em” sticky_enabled=”0″]

Katz, H., Acquah, E., Bengs, A., Sten, F., & Wingren, M. (2022). Improving immigrant inclusion through the design of a digital language learning game. In O. Bernardes & V. Amorim (eds.), Promoting Economic and Social Development Through Serious Games. IGI Global.

This book chapter presents the user-centered design (UCD) process and co-creative approach, which is applied in the development of the game. It also presents findings from a background study identifying the needs and experiences of preparatory education teachers and integration training instructors.

[/et_pb_blurb][et_pb_button button_url=”https://research.abo.fi/fi/publications/improving-immigrant-inclusion-through-the-design-of-a-digital-lan” url_new_window=”on” button_text=”READ THE PUBLICATION” _builder_version=”4.25.0″ _module_preset=”default” button_text_size=”12px” button_text_color=”#C7492E” button_bg_color=”RGBA(255,255,255,0)” button_border_width=”0px” button_letter_spacing=”1px” button_icon=”||fa||900″ button_on_hover=”off” custom_margin=”-20px|||70px|false|false” custom_margin_tablet=”-20px|||90px|false|false” custom_margin_phone=”-20px|||90px|false|false” custom_margin_last_edited=”on|tablet” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][/et_pb_button][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” background_color=”#F1FBFF” custom_margin=”30px||||false|false” border_radii=”on|20px|20px|20px|20px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” background_color=”#F1FBFF” global_colors_info=”{}”][et_pb_blurb title=”Educators’ perspectives related to preparatory education and integration training for immigrants in Finland” image=”https://projectredit.com/wp-content/uploads/2024/04/book-icon.png” icon_placement=”left” image_icon_width=”114%” content_max_width=”935px” content_max_width_tablet=”555px” content_max_width_phone=”260px” content_max_width_last_edited=”on|tablet” _builder_version=”4.25.0″ _module_preset=”default” header_font=”|700||on|||||” header_text_color=”#295278″ header_font_size=”18px” body_text_color=”#295278″ body_font_size=”16px” hover_enabled=”0″ global_colors_info=”{}” header_line_height=”1.4em” sticky_enabled=”0″]

Taylor, B., Wingren, M., Bengs, A., Katz, H., & Acquah, E. (2023). Educators’ perspectives related to preparatory education and integration training for immigrants in Finland. Teaching and Teacher Education, 128.

This study explores educators’ perceptions of preparatory education and integration training for immigrants in Finland. The results of the study indicate that the variances in students’ skills and experiences complicate integration. Moreover, the study pinpoints the lack of relevant materials and the ability to alter classwork in diverse classrooms.

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