Gaeilge gaming : using technology to learn Irish in the primary school

Abstract

This thesis presents the development and evaluation of an Irish language learning computer game for primary school children. Recent research demonstrates significant challenges for Irish at school, with a sharp decline in proficiency levels in English-medium primary schools (Harris, Forde, Archer, Nic Fhearaile, & O’Gorman, 2006), and widespread disengagement with the language (Devitt, Condon, Dalton, O’Connell, & Ní Dhuinn, 2016). The research reported here aims to address these challenges through coupling technology with best practice in language teaching. In recent years, researchers have been using immersive games and virtual worlds as platforms for language teaching with promising results (Cornillie, Thorne, & Desmet, 2012; Peterson, 2011b; Sykes, Oskoz, & Thorne, 2008). For this project, a three-dimensional virtual environment (3D VE) was developed using a task-based language teaching approach (TBLT). Development took the form of an iterative design cycle, the first iteration comprising a half-day pilot with 25 children (aged 10 years), followed by a user consultation process with 15 of these children (Dalton & Devitt, 2016). The second iteration comprised a five-week intervention using a mystery game in a 3D VE with 17 children (aged 10 years), the children working in groups to complete a range of missions through Irish. The results of this intervention were very positive with reports of increased motivation to use the language, reduced anxiety and increased confidence, language gains, appreciation of the language and a strong experience of meaningful language community. The findings give a profound insight into the various factors impacting on children’s positive and negative learning experiences with Irish. The in-depth qualitative assessment of children’s experience presented in this thesis offers important insight for language educators in the primary sector in Ireland and beyond.