THE EDUCATIONAL POTENTIALS OF BAKA L.’S PACKETBOOKS

Dávid Szabó L — 2025-10-30

This study explores the Packetbook Project, an innovative initiative aimed at renewing Hungarian literature education in Slovakia. The primary objective of the project is to make students’ reading experiences more personal, relevant, and engaging by building on the freedom of choice, contemporary literature, and experiential pedagogical approaches. The paper provides an overview of the theoretical and methodological foundations of the Packetbook, investigates its pedagogical potential, and places special emphasis on the shift in assessment paradigms that align with its educational philosophy. At the core of this shift is the concept of formative assessment, which seeks not merely to evaluate students' performance but to actively support their learning progress. The Packetbook and formative assessment together constitute an interconnected framework that redefines the learning process as complex, personalized, and experience oriented.

REIMAGINING LANGUAGE LEARNING THROUGH ARTIFICIAL INTELLIGENCE AND GAMIFICATION FOR GLOBALLY MOBILE LEARNERS IN NON-IMMERSIVE CONTEXTS (WITH A FOCUS ON DAZ/DAF)

Dorcas O. Ezekiel — 2025-11-06

This article advances a critical reimagining of German language acquisition for globally mobile learners navigating non-immersive, digitally mediated contexts. Positioned at the intersection of Second Language Acquisition (SLA), cognitive linguistics, and human-computer interaction, the study interrogates the structural and pedagogical limitations of current Mobile-Assisted Language Learning (MALL) platforms—particularly their failure to support integrated, skill-balanced development in linguistically demanding contexts such as DaZ/DaF. Drawing on Design-Based Research (DBR), the authors propose a multi-tiered mobile learning ecology anchored in a prototypical application that combines AI-driven adaptivity with narrative-based gamification. This hybrid architecture simulates immersive conditions through city-based tasks, interactive dialogue flows, and CEFR-aligned communicative scenarios. Empirical findings from a purposively sampled cohort of fifty globally mobile learners reveal persistent cognitive and affective challenges, including fragmented input, insufficient feedback, and metacognitive disorientation. The prototype responds by embedding linguistic scaffolding, affect-sensitive interaction design, and dynamic personalization mechanisms to bridge the gap between learner autonomy and structured progression. By repositioning non-immersed learners as central actors in the design of pedagogically rigorous, technologically augmented language learning environments, this study articulates a scalable and theoretically grounded framework for post-immersion language pedagogy. In so doing, it offers a substantive contribution to ongoing debates in SLA, educational technology, and transnational language instruction—proposing not merely an app, but a paradigm shift in how language acquisition is imagined and operationalized in the 21st century.

PUPIL: International Journal of Teaching, Education and Learning

THE EDUCATIONAL POTENTIALS OF BAKA L.’S PACKETBOOKS

REIMAGINING LANGUAGE LEARNING THROUGH ARTIFICIAL INTELLIGENCE AND GAMIFICATION FOR GLOBALLY MOBILE LEARNERS IN NON-IMMERSIVE CONTEXTS (WITH A FOCUS ON DAZ/DAF)