Abstract
This study was conducted to test the effects of digital games on Asian students’ English vocabulary learning. Data used in this study were collected from Web of Science (WoS) and Education Resources Information Center (ERIC) from 2008 to 2018. A meta-analysis was performed to minimize heterogeneity between studies. The data were analyzed and visualized according to effect sizes. The results of this study showed that digital games played a significant role in promoting Asian students’ English vocabulary learning. This study also examined five factors that influenced students’ English vocabulary learning, including learning stage, game-aided teaching method, native language background, game platform, and game scenario. Effects of these factors were compared by referring to the standards for effect sizes. The result indicated that native language background had the most prominent impact, while negative transfer of native language hindered the vocabulary learning of Asian students. The effects of game platform, game-aided teaching method, and game scenario were not significant. The implication of this study is that creating context-based, high-quality educational games is a promising approach to promote Asian students’ English language learning.
Highlights
Digital games are those designed and developed relying on the computer technology and implemented through digital equipment as a platform
Analysis framework: This paper explored the overall impact of digital games on English vocabulary learning
According to the five aspects of learning stage, game-aided teaching method, native language background, game platform, and game scenario, the factors influencing the learning effect were analyzed in depth
Summary
Digital games are those designed and developed relying on the computer technology and implemented through digital equipment as a platform. Oped for the purpose of promoting teaching and learning, as a form of educational games [1]. It is argued whether digital games can facilitate English vocabulary learning. The role of digital games has been affirmed in terms of its satisfactory performance in enhancing the students’ learning motivation; on the other hand, the real facts are conflicting with these positive results, and there have been debates over the applicable target users and game settings. This paper was aimed to guide the teachers on how to reasonably practice the digital-game-aided teaching and promote the deep application of digital games in the field of education, from the transformation of tool availability towards the view of broader educational value and learning mechanism
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Emerging Technologies in Learning (iJET)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
