Abstract
In recent years, the use of ICTs has increased in the education field and many different types of contents have been created. One of them are educational games. However, very little research has been done to date if games are as effective as they try to be. The aim of this study was to collect information related to ICTs and games in relation to L2 learning in a technical engineering degree and create some questionnaires which would be analysed and compared with the data previously mentioned. Results show how little teachers know of the methodological applications of ICTs and videogames, the benefits that they can provide to the bilingual classroom, such as how students who use games usually have a generally positive view of English learning. These results suggest that information and professional preparation regarding ICTs and games have not been shared and are not mandatory, which leads to the incorrect and insufficient use of the resources. What we are using currently it will become obsolete and new methodologies will have to be created in consequence
TopTheoretical Framework
In the current era, everything is constantly changing, from basic things such as transportation to how we can communicate, thanks to the use of technology. Each day is different from the previous day and affects society. Teaching methods must be constantly updated to avoid becoming obsolete. Traditional classes where the teacher only gives information, and the students copy it, are not the only way students can learn. They can also benefit from other tools, such as audios, videos, and games, owing to the possibility that ICTs bring.
This section will focus on different literature based on games and technology (ICTs) that are used in the classroom, their advantages, and disadvantages, how they can affect a lesson, their motivational factors, and the difference between game-based learning and gamification.
Key Terms in this Chapter
Gamification: Gamification is a strategic attempt to enhance systems, services, organizations, and activities by creating experiences similar to those experienced when playing games to motivate and engage users.
Game-Based Learning: Game-based learning brings about strategies, rules, and social experiences of playing games in the classroom. The game-based learning model allows teachers to target certain activities that benefit the real-world application of concepts.
Videogames: Any of the various interactive games played using a specialized electronic gaming device, computer, or mobile device and a television or other display screen, along with a means of controlling graphic images.
Games: All types of games may be used in an educational environment; however, educational games are designed to help people learn about certain subjects, expand concepts, reinforce development, understand a historical event, or culture, or assist them in learning a skill as they play.
ICTs: ICTs, or information and communications technologies, refer to the infrastructure and components that enable modern computing. Among the goals of technologies, tools and systems aim to improve the way humans create, process, and share data or information with each other.