Evaluating Digital Applications for Language Learning: Outcomes and Insights

Abstract

Background The use of digital media for foreign language learning has been an important topic for years. The possibility of learning with authentic audio-visual material, of communicating with native speakers and being nearly location- and time-independent is a great advantage [Lehner et al., 2008] for learners. Moreover, the number of teenagers who regularly play digital has grown significantly in the last few years [JIM, 2012]. The project HeaLinGO (Health and Language Integrated Gaming Online), a European-funded initiative established at the Leuphana University (Lueneburg) in 2013, has initiated an evaluation of digital for foreign language learning (Becker, 2005; Cornollie, 2012; Gee, 2009; Prensky, 2007; Rama, 2012; Sorensen, 2007; Thorne, 2001). In this context games are defined as any application with game elements, accordingly the term includes learning platforms and a range of (Deterding et al., 2011, Werbach, 2012). The first goal of the project was to develop a comprehensive evaluation tool to facilitate the examination of existing applications in this field in terms of both foreign language didactics and digital game-based pedagogy. In addition to providing initial insights into the available digital tools, this data will be made available in a public database for potential language learners, parents, teachers, and researchers to find appropriate language learning programs for their individual purposes. Methods The HeaLinGO researchers developed a survey with more than 80 items (a combination of multiple choice questions and those with open-ended response fields ) identifying the special characteristics of applications for foreign language learning. The questionnaire examined issues in the following categories: background information, didactic analysis, game design, usability, multimedia elements and academic basis. The researchers tested 50 applications and conducted further research into available data about individual programs and tools. Their findings contributed to the development a comprehensive data set for further analysis. This data, analyzed with SPSS 21, forms the basis of results discussed below. Results Preliminary results from the 50 applications tested reveal a number of trends that give insights into the existing state of digital for foreign language learning. Given that the majority of and gamified applications emphasize receptive over productive skills, it is questionable whether existing offerings can instruct across the entire range of competencies necessary for second language acquisiton. The overwhelming emphasis on vocabulary and grammar instruction reflects behaviourist pedagogical methods that ignore the situative, task-based, and authentic learning contexts found in progressive foreign language classrooms. Existing platforms, games, and apps struggle with combining strong game design with effective educational design. Conclusion The development of educational is a complex issue. It seems that that didactic demands and the technological possibilities are often at odds. Despite these challenges, there are some well-designed applications for specific purposes. While testing of applications continues, results thus far indicate some of the difficulties of both designing and implementing applications for language learning in educational settings. By identifying these challenges, it is hoped that some of these obstacles can be better defined and thus addressed.