Forskningsöversikt: : Digitala spel iklassrummet för lärande av engelska somandraspråk
Bibliographic record
Abstract
The aim of this literature review is to investigate and highlight the findings of previous research on the topics of; digital games and English second language learning; digital games and motivation; and implementation of digital games in the classroom. All during the period of 2015 to the first quarter of 2022. The search yielded 943 publications. After reviewing the publications, a total of 20 of the publications were deemed as relevant to the study. A qualitative analysis was then applied to the 20 selected publications. The result of the qualitative analysis indicates that there is a need for more studies carried out in Europe about digital games in a school setting. Most of the publications were done on ‘serious games’ – games that are designed to be used in educational settings. This result indicates a need for more studies carried out on other types of games. The results show that digital games may promote second language skills and increase language learning motivation. The results also indicate that successful implementation of digital games in a classroom setting comes with many challenges.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.054 | 0.021 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".