Abstract
Prior research about games designed to promote Second Language Acquisition (SLA) typically involves one of two perspectives: 1. an overview of the gaming system and its architecture; or 2. an evaluation of the gameplay experience and its impact on students' SLA. Less is known about why certain game design decisions were made or how these decisions support or inhibit SLA. Thus, game designers and Second Language (L2) educators miss opportunities to learn from each other and to collaborate effectively in the game design process. This case study outlines the design process of a mobile game that promotes Spanish proficiency and reflects on this experience to understand how specific game design decisions influence certain aspects of SLA. Results reveal the correlation between design specifications and SLA.
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