Learning Prosody in a Video Game-Based Learning Approach

Altres ajuts: The experiments described in this work were funded by BBVA Foundation (2015-2017) in the framework of the project PRADIA: Pragmatics and prosody: the graphic adventure game. The research continues in the project funded by the Ministerio de Ciencia, Innovación y Universidades and the European Regional Development Fund FEDER (TIN2017-88858-C2-1-R, 1/2018-12/2020) and in the project funded by Junta de Castilla y León (VA050G18)With the growth in popularity of video games in our society many teachers have worked to incorporate gaming into their classroom. It is generally agreed that by adding something fun to the learning process students become more engaged and, consequently, retain more knowledge. However, although the characteristics of video games facilitate the dynamics of the educational process it is necessary to plan a pedagogical project that includes delimitation of learning goals and profile of the addressees, the conditions of application of the educational project, and the methodologies of evaluation of the learning progress. This is how we can make a real difference between gamification and video game based learning. The paper addresses the design of an educational resource for special education needs (SEN) students that aims to help teach communicative skills related to prosody. The technological choices made to support the pedagogic issues that underlie the educational product, the strategies to convert learning content into playful material, and the methodology to obtain measures of its playability and effectiveness are described. The results of the motivation test certified that the video game is useful in encouraging the users to exercise their voice and the indicators of the degree of achievement of the learning goals serve to identify the most affected prosodic skill