Digital Game-based Language Learning Research Articles

The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language

The study reported the effect of a digital game-based language learning (DGBLL) mobile application “Speaking English Fluently – An Automated Scoring Artificial Intelligent Tutoring System on Spoken English” on the complexity, accuracy, and fluency in foreign language (FL) monologic oral production among 31 second year Chinese university learners of English as a foreign language (EFL). The participants’ monologic oral production was measured in the first (week 1) and last week (week 21) of a semester using the same narrative picture description task. The oral production was audio-recorded and transcribed. Both the transcripts and audio-files were analyzed on the complexity, accuracy, and fluency dimensions. The complexity was measured using the number of Mean (M) words per T-unit, the accuracy dimension was measured using the number of repairs and errors per 100 words; and the fluency dimension was measured via speech rate (i.e., number of words per minute), and M length of pauses. Students were required to download the mobile application and followed the monological practice section twice a week for 30 minutes each time. Using paired sample t-tests, we found that even though the participants’ repair rate and speech rate remained unchanged, they produced more complex monologic speech, had significantly fewer errors, and reduced average length of pauses after 20 weeks treatment using the mobile application, demonstrating a positive effect of the DGBLL mobile application on FL learners’ monologic oral production.

Digital Games in Language Learning: Case Studies and Applications (Book review)

Language teachers have long used games to provide opportunities to practice using language and receive immediate feedback in an engaging, interactive setting. With more and more learners having access to computers, mobile devices, and the internet, teachers may also leverage digital games to expand learners’ opportunities for virtual exchanges beyond the classroom (Clark et al., 2016). However, existing research on using digital games for foreign language learning is somewhat limited, which highlights the necessity for a more comprehensive and detailed investigation in this field. To address such limitations in scope, Digital Games in Language Learning: Case Studies and Applications, edited by Mark Peterson and Nasser Jabbari, provides an extensive overview of the use of digital games for second language development. This book takes a fresh approach to digital game-based language learning by moving beyond the traditional concentration on pedagogy (e.g., Becker, 2017) to illustrate how digital games can significantly boost learning outcomes. It presents a collection of engaging case studies that explore critical issues in the field, such as the need for a learning theory specifically for game design and the challenge of measuring language development beyond vocabulary. [First paragraph of review]

Theories, Principles, and Game Elements that Support Digital Game-Based Language Learning (DGBLL): A Systematic Review

The potential of Digital Game-Based Language Learning (DGBLL) in enhancing language learning outcomes has been demonstrated in previous studies. However, some scholars and educators maintain a skeptical perspective regarding its integration into language classrooms. Thus, this paper presents a systematic review examining the integration of DGBLL and its impact on language learning outcomes. This study examines 18 peer-reviewed articles published between 2014 and 2023 from Scopus, Web of Science (WoS), and ERIC research databases. The review explores relevant theories, principles, and game elements supporting DGBLL. It also investigates the types of digital games developed by both researchers and game developers that have already been studied, the most popular of which is serious games (83%). While the examined studies did not explicitly focus on digital game elements, they acknowledged the pivotal role of certain aspects, such as narrative, goals, rewards, and feedback, in enhancing language learning experiences. Notably, this paper affirms the positive impact of digital games on contextualized vocabulary acquisition, oral communication skills, and grammar learning, compared to conventional language teaching methods. These findings underscore the benefits of DGBLL in language education. Hence, this systematic review looks to reveal the multifaceted dimensions of DGBLL, emphasizing the theories, principles, and game elements of digital games that support the transformative potential of DGBLL for language instruction. Lastly, this paper advocates for an ongoing inquiry into the diversity of game genres and the continual refinement of frameworks to meet the evolving needs of language learners.

Digital game-based language learning for vocabulary development

Current literature suggests that one of the impressive benefits of digital game-based language learning is its potential to create engaging vocabulary learning experiences. However, this literature is dominated by game-play approaches, rather than game-making approaches. Drawing upon constructivist, motivation, dual-coding, and constructionist theories, this study examined elementary English language learners’ vocabulary learning experiences in a game-based learning context and investigated their experience as they built their own games based on their understanding of different non-fiction texts. This mixed-methods case study involved novel use of network analysis to examine student learning, investigate the relationships between various aspects of learner experiences, and evaluate the strengths and weaknesses of the program. Findings indicated that a complex set of interdependencies between enactments of theoretical principles including generativity, agency, tinkering, intrinsic motivation, and contextualized learning lead to enjoyment and powerful language learning experiences. Design principles for future digital game-based language learning include optimizing visual aspects, spending more time on technical skill development, increasing learner agency, and focusing more on generative and joyful learning experiences.

A game-based learning system based on octalysis gamification framework to promote employees’ Japanese learning

Using digital learning to assist in-service employees in promoting language skills has become an efficient way that can save training costs and profits. However, the employees’ language learning performance often is not as expected due to low learning motivation, willingness, and persistence. Therefore, this study developed a game-based Japanese learning system based on the Octalysis gamification framework proposed by Chou (2016) to facilitate enterprise employees’ learning effectiveness of Japanese as a second language (L2). All the eight core drives of the Octalysis gamification framework were adopted in the design of the learning functions and gamification mechanisms, including “epic meaning and calling,” “development and accomplishment,” “empowerment of creativity and feedback,” “ownership and possession,” “social influence and relatedness,” “scarcity and impatience,” “unpredictability and curiosity,” and “loss and avoidance.” This study used a true experimental design and recruited 54 Taiwanese employees from a Taiwan branch of an international Japanese business company to conduct a two-week experiment. The research participants were randomly assigned as the experimental and control groups respectively, using a Japanese learning system with or without a game-based design to support their Japanese learning. This study confirmed that the game-based Japanese learning system could significantly enhance the learners’ engagement in learning behaviors, learning performance, learning motivation, and immersion experience. In addition, for most learning functions designed by applying the core drives regarded as intrinsic motivators in the Octalysis gamification framework, the more frequently the learners used the functions, the better they performed in learning performance. Moreover, several learning functions designed by employing positive or negative motivators also had significant positive correlations between the number of use and learning performance. This study contributes to the digital game-based language learning field by applying the Octalysis gamification framework to design an effective game-based Japanese learning system for company employees and examine the correlations between the use of the learning functions and learning performance.

Digital Games and Second Language Learning among Tertiary-level EFL Learners: A Critical Review

Despite the increased interest in the possibilities of digital games in second language education, their use in higher education is a relatively uncharted territory. This review was carried out to examine how digital game-based language learning is used, and what its effects are on language learners at tertiary level in English as a Foreign Language (EFL) contexts. Twenty-seven studies were short-listed from academic literature and were analysed for research methodology, theoretical frameworks, research foci, game types and specifications, research results, and pedagogical implications. The research revealed six types of digital games, each with its own affordances that could enhance language learning. It was also found that these games increased vocabulary uptake and long-term lexical retention, enhanced L2 reading and listening comprehension, fostered writing ability and communicative competence, and increased motivation and willingness to communicate in the L2. Therefore, it may be deduced that digital games can be employed as a beneficial tool for the development of L2 competence and for the enrichment of the language learning experience. Suggestions for further research and educational implications have been provided.

Attitudes towards digital game-based language learning among Japanese university students

The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners’ attitudes and concerns regarding this relatively novel pedagogical approach is also necessary for effective implementation in formal learning contexts. It cannot be taken for granted that today’s learners will accept game-based approaches simply because these learners tend to be more accustomed to advanced technologies than those of previous generations. The aim of this mixed-methods empirical study is thus to help elucidate learner beliefs and attitudes regarding digital game-based language learning with survey data collected from 112 undergraduate student participants at a large public university in Japan. The findings reveal that learners generally held positive attitudes towards DGBLL before taking part in any intervention and, after playing a cooperative digital game over six weekly sessions, reported stronger positive attitudes towards this pedagogical approach. In contrast to the results of earlier studies, gender was not found to be a statistically significant predictor of attitude towards DGBLL in this sample. However, two other demographic factors, namely information technology literacy and digital gaming experience, correlated positively with several measures of attitude. The learners considered enjoyment to be the most important advantage of using digital games for language learning. However, many also expressed doubts regarding the effectiveness of game-based language education.

Digital Games and Second Language Learning among Tertiary-level EFL Learners: A Critical Review

Despite the increased interest in the possibilities of digital games in second language education, their use in higher education is a relatively uncharted territory. This review was carried out to examine how digital game-based language learning is used, and what its effects are on language learners at tertiary level in English as a Foreign Language (EFL) contexts. Twenty-seven studies were short-listed from academic literature and were analysed for research methodology, theoretical frameworks, research foci, game types and specifications, research results, and pedagogical implications. The research revealed six types of digital games, each with its own affordances that could enhance language learning. It was also found that these games increased vocabulary uptake and long-term lexical retention, enhanced L2 reading and listening comprehension, fostered writing ability and communicative competence, and increased motivation and willingness to communicate in the L2. Therefore, it may be deduced that digital games can be employed as a beneficial tool for the development of L2 competence and for the enrichment of the language learning experience. Suggestions for further research and educational implications have been provided.

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition.

This research aimed to explore the views of 8th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students' reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.

Subjective experiences and perceptions of learning a second language through digital games: A case study of Chinese college students.

Recent years have seen a rapid proliferation of game-based learning applied in language classes. Second language teaching and learning are being inspired by the increasingly mature game-based learning technology. Currently, educational games are regarded as a new technology with great potential. The game-based promotion of oral English has also become one of the research hotspots. This research carried out an empirical study on the subjective experiences and perceptions of using game-based second language learning to cultivate the oral English of Chinese college students. By using Unity 3D technology, "Digital Game-Virtual College" game software was developed for Chinese teenagers as the experimental carrier. Sixty-six freshmen majoring in review engineering at a university located in a first-tier city in southern China were invited as participants. Based on the courses "College English-Reading and Writing" and "College English-Listening, Viewing and Speaking," this research explored the game-based teaching of "Words Arena Contest" and "Words Talents," respectively. The analysis of the attitude and achievement data not only indicated the advantages and disadvantages of game-based learning, but also suggested the significant points in game-based learning software design. The results of tests and survey provide insight into the evaluation and reflection of the subjective experiences and perceptions of using digital game-based language learning. The results of this research can not only provide guidance for exploring the psychological contributors and barriers to game-based second language learning, but can also shed some light on and provide a reference for the design of game-based second language learning software.

Effects and core design parameters of digital game-based language learning in the mobile era: A meta-analysis and systematic review

Effects and core design parameters of digital game-based language learning in the mobile era: A meta-analysis and systematic review

Effects and core design parameters of digital game-based language learning in the mobile era: a meta-analysis and systematic review

Effects and core design parameters of digital game-based language learning in the mobile era: a meta-analysis and systematic review

Pedagogical Design Perspective of Digital Game-Based English Language Learning

The number of digital game-based language learning studies over the past two decades has considerably increased. Conversely, game-based pedagogy from the instructional design perspective has been discussed to a lesser extent despite the emergence of a variety of digital games in the global educational technology market. The objectives of the present study were to examine the game design elements of digital game-based language learning as a pedagogical tool for English language settings and to address the application of digital games in pedagogical settings. A scoping review was employed as the research synthesis, and the PRISMA method was utilized to manage the screening process and to code the articles. The results revealed that game design elements including game genres, game availability, and game platforms have an impact on the effectiveness of digital game-based language teaching. In addition, the implementation of digital game-based pedagogy relies upon two aspects: system design and instructional design.

Gamifying English Language Learning through Interactive Storytelling and MALL Technologies

In today’s society, marked by the spread of Covid-19 that forced the shift from a traditional face-to-face to a fully online setting, digital tools are becoming more and more essential to engage 21st Century students in their classroom activities. In the context of ELT (English Language Teaching), Digital Game-Based Language Learning (DGBLL) has increasingly been shown to foster language development since its interactivity allows for the creation of a constructivist learning environment in which students do not experience feelings of stress and anxiety. This article aims to present the design, development, and testing of an original class-interactive storytelling game addressing EFL (English as a Foreign Language) Italian Secondary School students. Quantitative and qualitative data were collected and submitted to statistical and Computer-assisted content analyses to triangulate and enhance findings. The results showed that DGBLL had positive effects on students’ language development and the enhancement of 21st Century Skills, including critical thinking, engagement, collaboration, and the reduction of the fear of failure.

Linguistic Environments of Digital Games

This study quantitatively measures the variation in language derived from a targeted set of digital game mechanics. Mechanics refer to the design elements of a game that make up the overall gameplay experience, determining player actions and the degree of language interaction. A corpus was compiled by extracting the language files from two popular commercial games, Fallout 4 and Skyrim, using modification software. The extracted language files were organized into three register categories following the register analysis framework detailed in Biber and Conrad (2019). The three categories include one spoken (dialogue trees) and two written registers (quest objectives and quest stages), which are common mechanics in many modern commercial games. Comparing results from three discriminant analyses, the findings indicate that statistical models cannot distinguish between the two games’ linguistic environments at the level of the game; however, when considering the linguistic environments at the level of game mechanics, the model has high precision in accurately identifying the texts’ game mechanic register categories. The results provide empirical evidence that digital game-based language learning (DGBLL) research designs could benefit from targeting specific design aspects and game mechanics rather than generalizing results at the level of genre or game title.

Serious game designed as a support tool for lexicology

Serious games (SG), which are part of digital game-based language learning (DGBLL), can be perspective in game-based learning and teaching support. DGBLL has been one of the fastest-growing areas of interest in language learning in recent years. This paper describes a study of prepositions, an SG designed for participants of the 3rd year of lower primary school stages in Slovakia to improve their use of prepositions on a sample of participants (n = 30). The aim of this paper is to perform the user acceptance test and analyzing of user satisfaction with this designed SG. A secondary goal is to classify the degree to which English prepositions were problematic for participants. The results and conclusions have been summarized and graphically visualized.

Out-of-school language learning through digital gaming: a case study from an activity theory perspective

This study applies Activity Theory to describe and analyze an out-of-school project in which eight Chinese university students utilized a massively multiplayer online game (MMOG) to learn English. Based on data collected through questionnaires, gaming journals, gaming recordings and interviews, thematic analysis was performed to identify the recurrent themes, which were then mapped onto the activity system. Four contradictions were identified in the process. Temporary contradictions dominated the early phase of the project and were easily resolved. However, inherent contradictions, mainly manifesting themselves through inadequate competence and learner variation, remained unresolved. Efforts to overcome these tensions resulted in the evolvement of the activity system. In terms of the actual outcomes, there was evidence for the development and exercise of autonomy. Learners also reported enhanced confidence and gains in vocabulary, listening and oral fluency. The study contributes new knowledge to the field by revealing how non-gamers make use of digital gaming for language learning in an informal setting. Pedagogical implications for digital game-based language learning are discussed and suggestions for future research are also provided.

Foreign Language Tandem Learning in Social VR

Abstract Hololingo! is a social virtual reality app for real-time immersive distance learning of German as a Foreign Language (GFL). The acquisition of discoursive oral language skills for applied authentic contexts is challenging for group-based classroom settings and is often outsourced to autonomous analogue tandem learning. We operationalise a Digital Game-Based Language Learning (DGBLL) approach for distance learning, which relieves tandems from overstraining autonomy and self-guidance. Hololingo! supports tandems in their learning activities by providing entertaining communicative, collaborative, and didactically designed team tasks. These are embedded in a narrative adventure, target linguistic phenomena, and support the holistic acquisition of oral discourse competencies and fluency. The combination of the tandem principle, immersive Social VR gamification, barrier-free access to a global pool of expert/native speakers, and a curricular connection through task selection facilitates language learning and provides transcultural contacts. App development follows a Design-Based-Research cycle of conception, implementation, and evaluation. The results of a qualitative discourse analysis of the learning interaction are discussed with regard to tandem role behaviour, the relation between task design and communication as well as affective and creative behaviour.

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

Japan university EFL students' experience, attitudes, and perceived effectiveness of watching gameplay for language-learning purposes.

Digital Game-based Language Learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning. Researchers have proposed evidence of various language-learning benefits, yet downsides persist, such as negative stigmas, fewer female participants, and potential adverse learning consequences from splitting one’ s attention between interactivity and language learning. Recently, watching gameplay popularity has seen exponential growth, yet the potential for language-learning applications has not been considered. Soliciting stakeholders’ experience, attitudes, and perceived effectiveness is a critical determiner of user adoption for new technologies, predicting implementation success. This study first addresses the merit of watching gameplay as a pedagogical method through an overview of the available literature, concentrating on areas of insufficiency and opportunity. It then investigates students’ experience and perceptions to consider feasibility from a practical standpoint through a survey of 139 university students in Japan. The main findings include a higher proportion of watchers than players, including a higher percentage of females; positive responses regarding ease of use, learning opportunities, and preference, especially for learners who play or watch games. But learners also expressed a need for scaffolding support while voicing limitations in the perceived quality and practicality of the learned language.