{"id":4865,"date":"2015-02-09T11:51:06","date_gmt":"2015-02-09T15:51:06","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=4865"},"modified":"2015-02-09T12:33:09","modified_gmt":"2015-02-09T16:33:09","slug":"using-hidden-object-games-to-support-language-learning","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/using-hidden-object-games-to-support-language-learning\/","title":{"rendered":"Using hidden object games to support language learning"},"content":{"rendered":"

Let language-based video games engage students<\/h2>\n

<\/a>ELL students and others who struggle with reading issues feature an uphill battle for skill mastery that\u2019s compounded by the social stigma and real-world functional problem that language deficits present. While they\u2019re trying to learn from textbooks they\u2019re also missing out on social interactions that a) could otherwise bootstrap their skills and b) put them at higher risk for bullying behavior.<\/p>\n

Enter the hidden object game.<\/p>\n

<\/p>\n

Why hidden object games?<\/h3>\n

In hidden object games, players have two concomitant tasks. The overarching point of the game is to solve a specific mystery: rescue a companion<\/a>, retrieve a MacGuffin<\/a>, solve a missing persons case<\/a>. At the same time,\u00a0in order to solve the mystery, players must search the game-world for useful items, mostly by drilling down into magnified portions of scenes and clicking or tapping on the visual representation of items from a list of words.<\/p>\n

<\/a>
In “The 13th Skull”, players used this map to determine which building to visit to move forward in the game. Some locations have written labels, others are marked by Roman numerals.<\/figcaption><\/figure>\n

As long as the game is well made and compelling, game mechanics — the player’s drive to win the game — make hidden object games great digital tools to support language learning<\/a>.<\/p>\n

Hidden object games are\u00a0a way for individual students to work on their literacy and vocabulary skills rather than as in-class collaborative exercises. But as one 5th grade teacher commented, they\u2019re exactly right for taking the stigma out of being a student aged for one grade level with the literacy or English skills of someone much younger.<\/p>\n