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Post-demonstration, learners were provided with copies of a _ keypad identification worksheet and given five minutes to translate and label each of the 27 abstract symbols used during the keypad task (see Figure 2). This handout not only facilitated efficient in-game communication of task-critical components but served as a warm-up activity, allowing learners to generate unique and memorable exical strategies for task completion. This activity conforms to the concepts of supportive performance and focus on form, in which TBLT activities provide earners opportunities to “optimize their own task performance by being provided with time to plan,” and draw attention to “forms that are difficult to acquire incidentally during the performance of communicative tasks,” respectively Lambert, 2019, p. 156). During the final phase of task preparation, each participant completed the five-minute KTNE tutorial. This level consisted of utilizing the ORQ headset and controllers for basic orientation tasks, such as navigating the virtual space and fundamental task completion measures, including item manipulation, wire cutting, and button pressing.   Initially, participants were divided into a single defuser and two experts, anc were tasked with completing KTNE’s five-minute opening level, which involved a1 elementary device containing three procedurally generated modules (see Figure 3) While the defuser employed the ORQ headset and controllers to navigate th virtual environment, experts were tasked with assisting the defuser using th bomb disposal manual. Learners were directed to proceed throughout the devic tiers, with each instance becoming gradually more complex until failure. Due t« time constraints, this was limited to three defuser sessions per user, all of whicl were successful. It should be noted that while this activity initially requirec players to disarm three modules per device, a single game of KTNE mai
Post-demonstration, learners were provided with copies of a _ keypad identification worksheet and given five minutes to translate and label each of the 27 abstract symbols used during the keypad task (see Figure 2). This handout not only facilitated efficient in-game communication of task-critical components but served as a warm-up activity, allowing learners to generate unique and memorable exical strategies for task completion. This activity conforms to the concepts of supportive performance and focus on form, in which TBLT activities provide earners opportunities to “optimize their own task performance by being provided with time to plan,” and draw attention to “forms that are difficult to acquire incidentally during the performance of communicative tasks,” respectively Lambert, 2019, p. 156). During the final phase of task preparation, each participant completed the five-minute KTNE tutorial. This level consisted of utilizing the ORQ headset and controllers for basic orientation tasks, such as navigating the virtual space and fundamental task completion measures, including item manipulation, wire cutting, and button pressing. Initially, participants were divided into a single defuser and two experts, anc were tasked with completing KTNE’s five-minute opening level, which involved a1 elementary device containing three procedurally generated modules (see Figure 3) While the defuser employed the ORQ headset and controllers to navigate th virtual environment, experts were tasked with assisting the defuser using th bomb disposal manual. Learners were directed to proceed throughout the devic tiers, with each instance becoming gradually more complex until failure. Due t« time constraints, this was limited to three defuser sessions per user, all of whicl were successful. It should be noted that while this activity initially requirec players to disarm three modules per device, a single game of KTNE mai
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