Language builder
back from the abyss

Presently the site contains three games: VerbViper, Alien Addition, and Meteor Multiplication. The VerbViper reinforces children to use proper verb tenses - past participle, present tense, etc., and to adhere to subject-verb agreement protocol, such as "they are", but "he is". The other two programmes help students to develop maths skills. Each game's content is adjustable to suit the desired focus of the lesson, age and ability of the student.

Pac-Man on steroids!

Arcademic says its new system is based on systematic observations and professional research into how students learn in school and in social contexts. This information was then coupled with the latest electronic and educational technology, says Arcademic, and gives teachers a fresh tool to facilitate learning and teaching.

Developmental Learning Materials first introduced the concept in the 1980s. That was when many kids were fanatical about arcade games, similar to teens' use of mobile phones today. The software developers, after witnessing the intense relationship between teenage arcade gamers and their gaming consoles, reasoned that if educators could harness the energy, intensity, and endurance teens invested in playing video games, this might lead to a groundbreaking approach to certain kinds knowledge acquisition. Two decades later, "Pedagogy, meet Pac-Man on steroids!"

Automaticity

Each of the three games are designed to teach a variety of basic educational content through learning techniques that incorporate fluency and automaticity - the same skill needed to achieve victory at the video arcades. Automaticity is defined as fast, accurate and effortless word identification at the single word level. The speed and accuracy at which single words are identified can be one of the best predictors of comprehension.

Fluency, on the other hand, involves not only reflexive word identification but also the proper use of rhythm, intonation, and phrasing at the phrase, sentence, text and conversation levels. Fluency also involves the ability to anticipate what will come next in the text or conversation.

The online games come with a teacher's manual, which underscores that Arcademic is something special, something that seeks to build academic skills using the techniques required by many arcade games. The manual's 10-step guide encourages teachers not to allow students to simply immerse themselves in the games, but instead to monitor and record the student's progress, establish strategies for improvement, and constantly adapt the games "to ensure a successful learning experience" for students.

Because the programmes are still in beta, the site allows free access to the games. But students and parents are advised that the whole enchilada is coming soon with additional bells and whistles, and will allow multiple users, etc.

Success in playing VerbViper, the language component, depends on quick reactions from the student, who must instantly choose the correct verb tenses and forms and recognise subject/verb agreement. The student then 'vipes' the verb by pressing the spacebar on the keyboard. The viper promptly eats the correct verb and that scores a point for the student. Misses or incorrect choices are also recorded.

Caveats lector

I would recommend the site and the free games - albeit in beta version - on the basis that they do achieve certain teaching goals, with two caveats lector. The first is that however much the student gains from the activities, the student is not actually using the language; i.e., the student is neither talking, constructing sentences, communicating, nor responding to authentic conversation in an authentic context. Communicative language proponents would argue that the student is only learning about language.

The second is that some question the efficacy of games and activities that incorporate high-frequency repetition of a limited number of words. Speed and repetitive practice alone are not sufficient. Moreover, automaticity does not require reading with expression or even evidence of comprehension of recognised text.

However, once a student has satisfactorily developed this skill they can then, of course, comprehend more effectively and read more expressively. This may require that emergent readers are concurrently exposed to other activities that are complementary: for example, activities that require the student to verbally construct a proper sentence, compose a clear message, and to communicatively use the language in an authentic context.

Conclusion

All in all, I think Arcademic is well-founded even though it may not support present teaching trends. It certainly gets an A+ for taking advantage of an existing teenage addiction - computer games. If you can't prevent a child from playing arcade-type computer games, you may as well use the "addiction" as a learning tool.

Even within the current communicative teaching and learning trends, learning about language still has a place, and repetitive and rote learning (automaticity) are good tools that should be used sparingly. Both should be minimised in favour of encouraging students to use acquired language for a communicative purpose. I recommend Arcademic as a very good language tool for the purpose intended. Click Ahoy!