ע 263 אלכסנדרה יממורי ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה יפנית בלי לקרוא: פי ילוט לשני משחקי למידה )פוסטר( אלכסנדרה יממורי מכללת סמינר הקיבוצים yamamori.alexandra@gmail.com Japanese without Reading: A Pilot of Two Learning Games (Poster) Alexandra Yamamori Kibbutzim College of Education, Technology and the Arts yamamori.alexandra@gmail.com Abstract This project explores how playful experience design can enable young children to learn Japanese independently – without relying on reading skills or constant adult mediation. The research originated from a bilingual family context in which Japanese was introduced at a later stage(5Y). A benchmark of dozens of existing tools revealed a major gap: most language-learning apps assume literacy or use English as a bridge language, creating barriers for Hebrew-speaking pre-readers. Developed as part of an M.Ed. program in Educational Technology, the project includes two complementary games. 1. Dōbutsu wa Doko? (“Where Are the Animals?”) – a digital game inspired by Where’s Waldo?, where children search for hidden animals in authentic Japanese scenes. Each level features a short song that names an animal in Japanese. Success requires active listening, turning attention itself into the mechanism of learning. 2. Talikun to nihongo de asobō (Let’s Play in Japanese with Talikun) – a coding robot reimagined as a bilingual language companion. Using sensors and sound, it moves across printed activity pages, speaking, singing, and guiding learners through Japanese vocabulary and stories. While conceptual, the prototype demonstrates how existing educational technologies can be adapted for new learning purposes. Both games share the same pedagogical principles: learning through sound, movement, and play; autonomy before instruction; multisensory interaction; and emotional engagement as the key to memory and motivation. Early observations showed high engagement, spontaneous vocabulary use, and strong emotional response-indicating that when curiosity leads, learning follows. Keywords: robotics in education, game-based learning, language acquisition, early childhood, educational design.
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