The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall Essay Example for Free

The Effect of Interactivity with a Music Video Game on Second Language verbiage Recall EssayThis explore has been d champion by Jonathan deHaan, W. Michael beating-reed instrument and Katsuko Kuwada. Jonathan deHaan is an Associate professor in the efficiency of planetary Relations at the University of Shizuoka. He earned his Ph. D. in Educational Communication and Technology from naked York University. His research concenteres on routine lecture learning and teaching with mettle well-nighs and simulations. As for W. Michael Reed, he was a retired professor of Educational Communication and Technology at New York University and the IRB/IACUC Administrator for Radford University in Virginia. His research interests spanned over a 25-year period and focused on educational computing, problem-solving, metacognition, and composing processes. Meanwhile, Katsuko Kuwada is a doctoral student in the International Cultural Studies program at Tohoku University. She investigates d iction and culture her current research compares the use of first-person subjects in Nipponese and slope based on different cultural backgrounds.The consumption of this research is to know physical interactivity of a second actors line music icon zippy is manipulated to investigate the effect of interactivity on vocabulary learnedness and cognitive charge up (deHaan, Reed Kuwada, 2010) or in simpler way is to investigate whether the interactivity ( and simultaneously presented text, audio and animation) of video impale is extraneous cognitive load (thus having a negative effect on learning) or relevant load (thus having a positive effect on learning) (deHaan, Reed Kuwada, 2010).Over run across The research question that been highlighted here is to view interactivity of second language on music video back on recalling vocabulary. This research captured my attention ascribable to the usage of media in teaching English as second language to undergraduate Japanese students . As we all know, multimedia technology has been implemented in language learning to attract as puff up as to motivate second language user to be able to perceive, learn and make whoopie English language.This research is crucial to this aeon, in which multimedia is being integrated in language learning. Thus Professor deHaan, Prof. Reed and DR. Kuwada focus on what constitute a game rather then what discount be added to a game to manipulate it approachable and enjoyable in teaching and learning process. In this research it has depicted that human cognitive architecture consists of a limited short-term shop (Baddeley, 1992, Miller, 1959), and a games complex elements (e. g. usic, subtitles and lyrics) can create an unalterable high demand on working memory (intrinsic cognitive load), it is important to understand whether a media features, such as interactivity, present a student with superfluous extraneous cognitive load, which interferes with learning, or germane load, which e nhances learning (deHaan, Reed Kuwada 2010). Analysis This research has been done to cope with video game interactivity would help or resist the nonicing and recall of second language vocabulary. (deHaan, Reed Kuwada, 2010).hither the three researchers have used interactivity, language proficiency and video game proficiency as free-living variables while cognitive load vocabulary written recall, and participant opinions as dependent measures, Eighty undergraduates in which 65 of them are males and 15 of them are females in a range of age around 18 to 24, from Computer Science University in rural Japan. Subjects mother tongue is Japanese and has 6 to 11 old age of formal English education. Participants were paired and one participant in each pair was randomly delegate to either play or watch the video game, and this been conducted in laboratory, for 20 minutes long.Professor deHaan, Prof. Reed and Dr. Kuwada, instructed the participants to play or watch the game and learn the words of the rap. The video game level was repeat five times by all pairs. The participants were not allowed to take notes or use their dictionaries and even not allowed to see and what to a greater extent to interact with one and another. The material that was used in this research was Parappa the Rapper 2. not bad(p) after cease with the experiment, participants would be createn topics from the game and were used as written cloze try, where participants were inevitable to write the missing words from the games rap in the texts blanks.This test been repeated again after 2 weeks. The result after the test depicted that watchers of the video game recalled significantly more vocabulary items compare to the players. Thus because watchers focus only on the objects in the game and the sentences describing the pictures without even have to integrate with the game locker. Meanwhile, the players have to both focuses on the integration with game and with console as well as their integr ation with the sentences describing the pictures, to such a degree the players are having cognitive lots. inspection and Evaluation This research is focus on effect of interactivity with music video game on second language vocabulary recall. After thoroughly read the research paper I have base out that Professor deHaan, Prof. Reed and Kuwada pay cogently attention to know whether video game (multimedia technology) would help or hinder noticing and recall second language vocabulary. Here the three researchers focus on cognitivist perspective in which according to Jean Piaget (1977), mental process of an individual use in responding to their environment.Cognitivism deals with how people think, solve problems and make decisions. When the players interact with the game they are using their cognitive ability to engage with the steps that they need to pursue in order to move up to the next level of the game as well as to convene on the lyrics given in the game. Here the players are res ponding to their environment, however being cognitive loads between fixating on the game and engaging to the lyrics somehow has distracted them from focusing on the vocabulary.Thus has do them failed to recall the vocabulary during vocabulary recall test. Meanwhile, the watchers do not faced the cognitive load overdue to solely one way interaction (receiving the input) between them and the video game, thus has given them time to give great detail using memorization method, which is one of the 6 cognitive learning strategies (Rubin Wenden, 1987), to indulge in the game. Furthermore, this research has turn out that by using video game can help to assist language learning in second language leaner.As been mention by Hubbard (1991), language learning may happen with video game as language is involved in the play. It is easy to accept language learning evolves through game as language and problem solving are correlated and what more students seem to enjoy it. Despite that, the resea rch has significantly highlighted that by watching the media (game), in defiance of involving in it, can make the learners notice and recalling more vocabulary items (deHaan, Reed Kuwada, 2010), as they have only to focus on the lyrics only.Hence consolidate that usage of multimedia technology (game) in language class does not hinder the language learning. However, teachers must scrutinize type of game that they want to use in their language class. Nevertheless, in learning second language it is not enough by just interact with game and the lyrics. To become competence in a language one must also portray the purpose of using the language rather than just merely know the language yet not perish it in purposeful conversation to reinforce the learning, thus communication is important in language learning. same what has been mentioned by Douglas Brown (2000), communication is not merely an event, something that happens it is functional, purposive and designed to bring about some effec t. Due to that, 2 weeks after the research has been done, the participants been called to attempt second test to evaluate their vocabulary in recalling the game lyrics. Here both players and watchers have shown drastically reducing of vocabulary if comparing to the previous test. This has proven that without purposeful learning students testament not be able to sustain the vocabulary.On my behalf, I potently believe that communicatory reinforcement can enhance on language learning via technology, as one language learning and no purposeful practise exit hinder the language learning process. through with(predicate) this research I have learnt to acquiesce, without collaboration with learning strategies (between memorising, recalling and communicating via multimedia tool), the language learning will not become purposeful and will make one learning a failure. ConclusionIt can be concluded that physical interaction of this game has extraneous cognitive load effect on the players, thu s not conducive to learning and seemed to have unnecessarily diverted the players attention from the vocabulary and hinder recall. Meanwhile, the watchers of the game have not exposed to the additional extraneous load and have been able to charge more cognitive resources to the intrinsic load of the game and its language. As a consequence this research I have learnt that suitable game (multimedia) can assist language learning process as students seemed to enjoy such activity.In any respect with purposeful reinforcement such as germane communicative reinforcement can compensate language acquisition better. Moreover, implication of this research on future study, teachers will be more selective in choosing multimedia material for their classes and they will make sure respite input been given in the sense of interactivity and language learning so that no cognitive load will occur and hinder language learning via multimedia.