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- W2999261554 abstract "The study intended to find out and describe the perceived benefits of three selected computer games using the software application from the website www.gamestolearnenglish.com. One hundred sixty-seven pupils from all the five sections were the respondents. It used a descriptive research design combining quantitative and qualitative methodology to determine the confidence level of the respondents about computer use, comfort, and enjoyment level experienced in the course of playing the games, as well as the perceived benefits gained from engaging in the computer games. Respondents answered an adapted from Nathan T. Carrthat deals with the benefits and comfort computer games provide to thepupils. They also responded to some open-ended questions to gather further data. The results were positive and encouraging. Majority of the respondents claim adequate exposure to computer use and reported experiencing increased motivationand interest, and a high level of enjoyment and comfort in the course of playingthe computer games.There is awarrant for the conclusion that computer games make promising learning tools and should form part of language teachers’ repertoire of teaching techniques or strategies. Students are likely to wonder at the non-inclusion of new mechanisms like computers in their classroom activities or lessons. Teachers’ competence in the use of computers is imperative so that they could explore, choose, and download lessons for their pupils. Although educational computer games like the ones used in this study are time-consuming, teachers must select a particular level or topic in the games that would interest the pupilsappropriate on their age and grade level. https://doi.org/10.26803/ijhss.11.5.4" @default.
- W2999261554 created "2020-01-23" @default.
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- W2999261554 date "2019-08-30" @default.
- W2999261554 modified "2023-09-25" @default.
- W2999261554 title "Perceived Benefits of Grammar Bubbles, Compare and Falling Clouds among Grade Four Pupils" @default.
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- W2999261554 doi "https://doi.org/10.26803/ijhss.11.5.4" @default.
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