Principles of using a computer game in teaching Business English to students of economic specialties at higher educational institutions of Ukraine

Abstract

This article examines the possibility of designing a computer game for Business English language teaching. In particular, the didactic potential of a computer game is investigated, the factors influencing the effectiveness of educational content mastering are determined. In addition, the main principles that should be taken into account for designing a computer game for Business English teaching are formulated according to the recent studies in the field of foreign language teaching methods, psychology and pedagogy. The first principle is to build a computer game in such a way as to provide for learners the flow experience that will help them to concentrate on an activity and enjoy it. The second principle is to provide a maximum learning autonomy that will encourage the development of critical thinking, strategic planning, and cooperation with other students. In such a way the pedagogical paradigm “the skills of XXI century” can be realized. The third principle is to ensure a sufficient cognitive load in a game-based learning environment that means that the level of a learning activity challenge should match to the skills of learners to stimulate their motivation. If the cognitive load is insufficient, students can get bored and lose interest in achieving in-game results as well as educational goals. If the cognitive load is too heavy, students can lose their motivation and leave the game. The important factor is that a computer game should provoke positive emotions and learning experience. The fourth principle is to design a computer game based on the modern theories of active learning presented by constructivist theory of learning, experiential learning, situated learning, problem-based learning. And the fifth principle is to make an educational computer game an entertaining one. This will help to involve more students and to keep them motivated.