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These needs related to videogames make students finish the activity as technology-dependent students (Apostol, Zaharescu, & Alexe, 2013). Videogames have the possibility to teach both formal and informal academic and non-academic skills, and, as fun tool, they motivate students to be more collaborative, promote social learning, share information, and increase their attainments (Kebritch, Hirumi, & Bai, 2010). Video games have the ability to evoke feelings of strong emotional bonds as a part of the students’ experience (Bengoechea, 2009). Learning starts bringing emotions like any other pleasant occupation. Students begin to like the leaning process itself and acquire the motivation.
Ground1: In Japan a mixed method was used to investigate the impact of integrating videogames into an existing curriculum, and two researches were conducted. In Study 1 (n = 9), new words were included in task sheets. Study 2 (n = 11) included the tasks on vocabulary. the results showed that the learners were affected positively (Hitosugi, Schmidt, & Hayashi, 2014). According to Mifsud (2013), an group of the research participants, who applied videogames in Malta demonstrated considerable improvement in the study of English as a Second Language in comparison to those learners, who were offered usual approach. 79.1 % of 1163 students with an age range between 11-16 years feel that video games can provide them with an opportunity for and help them acquire new skills , and 77.5% of 149 teachers believe that students can learn from videogames in class. Furthermore, 83% of 783 parents also believed that educational videogames have become an important tool in classroom learning. Gjedde (2014) conducted a research on Danish public secondary school that use mixed method of the qualitative case study, and surveys evaluations every week to implement curriculum, and models of educational live action role play (edu‐LARP). Approximately 98 students participated in the research.
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This research is aimed at elaboration of the famous doctrine of Ontological Argument in the light of the philosophies elaborated by the ancient early Christian scholar St. Anselm, eminent philosopher Rene Descartes (1596-1650), and his successor philosopher Nietzsche and at evaluation of Descartes’ hypothesis and its impact on the future philosophic theories.
First, it argues that the students’ learning has been compromised by too much testing because these tests do not arm the students with analytical skills which they would actually need in their work and in their daily activities. Secondly, it argues that too much testing is reducing the enjoyment of learning, thereby causing less retention and engagement in the learning process.
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