Improving the identification of medication names by increasing phonological awareness via a language-teaching computer game (Medicina)
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This study tests the effectiveness of a language-teaching computer game called Medicina that seeks to improve the ability of English as a Second Language (ESL) nursing students to hear and identify medication names in class and clinical placement. This aim is achieved through a hypothesised improvement in phonological awareness and an increase in listening skills. The study uses a triangulation of quantitative and qualitative methods to ascertain the degree to which the aims of Medicina is achieved and the validity of the theoretical assumptions. It will be shown that significant improvements in listening skills were gained, with very large effect sizes. Some influence from memorisation and exposure to word form was also found. Finally, qualitative comments reveal the personal impact the game has on listening ability and the wider educational experience. Throughout the chapter, qualitative and quantitative data are used to evaluate the contribution of a computer game in a health education context.