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    Educational Game-Based Training (EGT) For Enhancing Ethics in Academic Writing in EFL Context

    Uploaded by

    Meow Memyself
    This article describes a study that implemented an educational game to teach postgraduate students about plagiarism. The game provided scenarios to make implicit understandings of plagiarism more explicit. Students participated in a pre-test, played a 45-minute game, and took a post-test. Results showed a correlation between pre-test and post-test scores, indicating the game increased understanding of plagiarism. There was also a strong relationship between student satisfaction with the game and higher post-test scores. The game appears to be an effective way to teach plagiarism through interactive scenarios.

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    Educational Game-Based Training (EGT) For Enhancing Ethics in Academic Writing in EFL Context

    Uploaded by

    Meow Memyself
    22 views1 page
    This article describes a study that implemented an educational game to teach postgraduate students about plagiarism. The game provided scenarios to make implicit understandings of plagiarism more explicit. Students participated in a pre-test, played a 45-minute game, and took a post-test. Results showed a correlation between pre-test and post-test scores, indicating the game increased understanding of plagiarism. There was also a strong relationship between student satisfaction with the game and higher post-test scores. The game appears to be an effective way to teach plagiarism through interactive scenarios.

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    Educative Game (1).docx

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    This article describes a study that implemented an educational game to teach postgraduate students about plagiarism. The game provided scenarios to make implicit understandings of plagiarism more explicit. Students participated in a pre-test, played a 45-minute game, and took a post-test. Results showed a correlation between pre-test and post-test scores, indicating the game increased understanding of plagiarism. There was also a strong relationship between student satisfaction with the game and higher post-test scores. The game appears to be an effective way to teach plagiarism through interactive scenarios.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    22 views1 page

    Educational Game-Based Training (EGT) For Enhancing Ethics in Academic Writing in EFL Context

    Uploaded by

    Meow Memyself
    This article describes a study that implemented an educational game to teach postgraduate students about plagiarism. The game provided scenarios to make implicit understandings of plagiarism more explicit. Students participated in a pre-test, played a 45-minute game, and took a post-test. Results showed a correlation between pre-test and post-test scores, indicating the game increased understanding of plagiarism. There was also a strong relationship between student satisfaction with the game and higher post-test scores. The game appears to be an effective way to teach plagiarism through interactive scenarios.

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    Educational Game-Based Training (EGT) for Enhancing Ethics in Academic Writing in

    EFL Context

     Playing games offers enjoyment, passionate involvement, motivation, satisfaction creativity, and
    social interaction. Consequently, game could thus be explicitly designed
    with educational purposes to be used in training specific subject and to teach a skill. This article
    elucidates the results of an ongoing research project on the implementation of the game-based
    training designed to make the implicit understandings on plagiarism to be explicit among
    postgraduate students. In this article, the analysis of types and degrees of plagiarism found in
    theses in four Thai research universities were obtained through plagiarism detecting software as
    well as manual techniques. In addition, 30 postgraduate students (15 PhDs and 15 MAs) were
    recruited on voluntary basis. The pre-test was administered to obtain their knowledge on
    plagiarism and the perception towards various scenarios in academic writing prior to the
    Educational Game-Based Training on ethics in academic writing. Later, the participants
    played a 45-minute interactive games that teaches the participants goals, rules, adaptation,
    problem-solving, interaction, all represented as scenarios. The post-test were then undertaken.
    The results from the two research instruments were statically analyzed to find the effects of the
    educational game-based training on patterns, frequencies, and quantity of plagiarism. The
    disparity between the students’ understanding of plagiarism, strengths, weaknesses and also are
    also used in evaluating the Educational Game-Based Training as well as to find a logical
    connection among the games, the pre- and post-tests scores, and plagiarism in the theses. The
    results showed that correlation between pre-test and post-test scores of all participants. It was
    evident that there was a strong relationship between the participants’ satisfaction score in playing
    the games and their post-test scores on implicit understandings on plagiarism and ethics in
    academic writing. This could shade light on engaging postgraduate students in a learning activity
    through explicit scenarios to create understanding in plagiarism problems from interaction
    educational games. It should also be reminded that in order to keep the learners motivated and
    involved in the learning throughout the games, it is essential to allow them to win and to lose in
    the games.

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