Abstract
The purpose of the present paper is to identify trends in the digital game-based second language learning research by synthesizing findings according to game types and genres, and their effect on reading, writing, speaking, listening skills, and vocabulary outcomes. A total of 26 studies were synthesized. The synthesis concludes that overall, both commercial and serious games and synthetic immersive environments have positive effects on learning outcomes, especially vocabulary. At the same time, the effectiveness of one game type or genre may depend on learners’ gender, second language proficiency, gaming experience, and specific educational objectives. Traditional drill-and-practice may be more effective for vocabulary consolidation than some commercial games. Some learners may still prefer conventional instructions. Recommendations for further research are discussed.
Highlights
Computer games have been a part of our lives for over 50 years
The data demonstrates increased interest of scientific community in regards to the issues of second language learning through video games since 8361 papers were published during the last decade
The findings of these studies were summarized in Appendix A with respect to game type and title, second language and second language focus, sample data, method, instruments, outcomes, and researchers’ names
Summary
Computer games have been a part of our lives for over 50 years. In 1962, Steve Russell started the gaming movement with the development of Spacewar [1]. The gaming industry has been constantly changing and growing. People worldwide spend 21 billion hours a week playing online video games [2] and for the sole purpose of entertainment. The research established the relationship between video gaming and real life learning [3]. Theorists argue that when learners play some video games abstract
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