Language Learning Game Research Articles

Rekindling Connections to Languages through Socio-Cultural Immersion Using Game-Based Learning and Virtual Reality: Cipher VR Case Study

Traditional language learning methods often fall short in engaging learners, especially in the context of indigenous languages like Irish. In this study we show how the language learning game Cipher VR combines digital game-based language learning with Virtual Reality (VR) to reconnect learners with indigenous languages, using the Irish language as a case study. Initially designed for English, Cipher has undergone several iterations to adapt to the Irish context, and is now completing its metamorphosis into a VR platform aimed at meeting the needs of less-resourced and endangered languages. This paper explores Cipher VR's development, emphasising the learner-centric design that merges educational aims, engaging gameplay and a culturally grounded approach to create an immersive and motivating learning experience.

Games4Justice: Course Design Report

Two games were designed as part of an autoethnographic, teacher research study conducted from 2013-2014 on the implementation of play-, game-, and design-based teaching and assessment. The study was conducted at an urban, independent, K-12 day school with fewer than 500 students, respectively, and supported as part of a certification program in Serious Game Design & Research. La Isla de Monstruos was collaboratively designed with students as part of a seventh-grade Spanish 2 & 3 language and culture course using a culture circle design method. Students collaboratively designed a month of gamified and design-based assessment reviewing the material covered during the previous semester. Escapar Tenochtitlan is a six-week anthropology roleplay and language learning game designed by eighth-grade Spanish 2 & 3 students through a culture circle design method, grounded in ethnohistorical, archaeological, and anthropological data of 60 Pre-Columbian sites.

فعالية استخدام لعبة الكلمات المسلسلة لتعليم مهارة الكلام في الصف العاشر بالمدرسة الثانوية المنار فرامبون عانجوك

Speaking Arabic is one of the four skills that must be learned to master Arabic, which contains five elements, namely: speech, vocabulary, rhetoric, fluency, understanding. To make learning easier, researchers use a series of sentence games, because students tend to easily spread things in a fun way.The use of stringed sentence game methods in the learning of speech skills in class X MA Al Manar, aims to learn the results of the application of methods used in learning as well as expected students to be able to apply speaking skills in activities in the classroom using stringed games. The researchers used quantitative research methods, with data collection methods followed by observations, interviews, tests and documentation to find out the effectiveness of the use of string sentence games in Arabic language learning, especially speech skills.After the research process for six meetings in class X MIPA Al Manar Prambon Nganjuk, using the method of a series of sentence game. The test results showed the student's T score count: 6,759, while the T score Table: 2.080 shows the effectiveness of the use of this stringed sentence game.

Mapping the landscape of serious digital language learning games: Towards a Serious-Digital Game-based Language Learning (S-DGBLL) teacher competence framework

Serious games have been gaining increasing attention in the field of digital game-based language learning (DGBLL). However, to incorporate serious games into foreign/second language (L2) classrooms, teachers must be prepared with requisite knowledge and skills. To this end, following PRISMA guidelines, this study conducted a systematic review of research on serious digital language learning games with two aims. The main objective of this study was to map out the issues pertaining to serious digital language learning games that are currently being addressed in empirical studies in the DGBLL area. The secondary objective was to leverage the findings to inform the development of a research-based framework of expertise for L2 teachers intending to incorporate serious digital game-based language learning (S-DGBLL) in their classrooms. Fifty articles published until April 2023 were analysed in terms of research methodologies, pedagogical characteristics, game design, and outcomes. The findings have implications for the proposal of an S-DGBLL teacher competence framework.

Using Educational Games in Teaching English, A Foreign Language

The objective of learning and acquiring languages via peers and social interaction is greatly aided by the use of educational games in English language teaching and learning. Prior research has shown the value of games as a fundamental teaching method in language instruction. Playing is good for individuals of all ages, even though it is crucial for a child's growth. Gardner's hypothesis of multiple intelligences is closely linked to the use of games in language instruction. Including games in the classroom may make learning more enjoyable and joyful, reduce stress, and help students form connections with one another and the outside world. Learning may be enhanced by the use of games, whether they are played online or in person. This study aims to clarify some fundamental components, as well as their characteristics, trends, and circumstances, that instructional games have to include. Lastly, this study provides an explanation of a few instructional game examples that educators might use in the classroom.

ART OF GAMIFICATION: EXPLORING THE TRANSFORMATIVE INFLUENCE OF GAMES ON ENGLISH LANGUAGE TEACHING AND LEARNING

The article explores the intricate dynamics of language acquisition, highlighting the fact that learning a language is a skill-based endeavour rather than just a subject of knowledge. Language learning primarily relies on mastering the fundamental language abilities, encompassing speaking, listening, reading, and writing. The intimate interaction between active and passive abilities, which results in a comprehensive language competency, highlights the interconnection of various talents. Incorporating games into language classrooms is lauded as an innovative and captivating teaching strategy, fostering engagement, and facilitating effective learning experiences. In addition to making language learning engaging, games enhance student’s engagement, teamwork, and the development of relationships. According to the study, games work as a conduit between the theoretical underpinnings of language learning and the actual, pragmatic application of the language. The study also emphasizes the cognitive and psychological advantages of using games to aid with language learning. It highlights how playing games fosters a joyful and positive learning atmosphere, making language learning engaging and entertaining. The research shows that games are a fantastic equalizer since they reduce stress, foster social interaction, and allow students of all skill levels to play and succeed. The research discusses the benefits of games for language learning and emphasizes the importance of bringing together different language skills in a learner-centered approach. Additionally, it highlights how games can help develop cooperative learning environments, lessen learning anxiety, and improve communicative competence. Thus, this study presents games as a potent and useful instrument in the toolset for teaching English, offering a comprehensive strategy for language learning that surpasses conventional techniques. The study emphasizes the need for innovative and engaging strategies to meet the demands of the rapidly evolving world. It highlights the value of creativity in educational methods and adds to the continuing conversation about cutting-edge language teaching approaches.

Exploring the Impact of Artificial Intelligence (AI-based) English Games in Enhancing English Communication Skills among Indonesian L2 Generation Z

The role of artificial intelligence (AI-based) English games in enhancing English communication skills among Indonesian Generation Z (Gen-Z) for whom English is a second language (L2), is the main focus of this study. Questionnaires to collect data consisted of both open and closed-ended questions. Seventy-eight Indonesian Gen- Z from different parts of Indonesia participated, and provides a strong representation of the country. This study is aimed to address a gap in the present literature by directly engaging with game players and examining their perspectives and experiences with actual games that they play for enjoyment rather than games designed for educational purposes. The study’s findings show that English AI-based games significantly help respondents develop their vocabulary, improve comprehension, and acquire confidence in English speaking. The findings also indicate that English AI-based game learning is favoured over traditional methods. The respondents noted gaming's immersive and interactive aspect as beneficial to language acquisition and skill development. These findings emphasise the transformative potential of English AI-based games in language learning and advocate for their integration into educational frameworks to better fulfil the needs of L2 learners, particularly Gen-Z.

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]

Interactive games for meaningful learning in the area of Language and Literature

Given the need to promote more dynamic and participatory educational strategies, a proposal for interactive games as a pedagogical resource to improve learning around Language and Literature in sixth grade students of Basic Education is proposed. The methodology used consisted in applying surveys and interviewing 57 students and two teachers of an Educational Unit in order to design and carry out a series of educational sessions that incorporated interactive games as an integral part of the teaching-learning process. The main results showed that, although a significant percentage of students (60%) use interactive games for language and literature learning, there is still a considerable proportion (40%) who are not familiar with this type of resource. The use of different interactive resources, such as Wordwall, Arbolabc, Liveworksheets and Jiwsaplanet, varied among students (8%-49%), with some being more popular than others. There is a different perception of teachers (50%-50%) on the level of knowledge to apply interactive games in the classroom, highlighting differences in the evaluation of aspects such as the definition of clear objectives, transformation of learning into a game, proposal of specific challenges, among others. This study concludes that the detailed proposal to improve learning in Language and Literature using interactive games represents an innovative and effective approach to promote meaningful and participatory learning in the classroom.

THE IMPLEMENTATION OF DIGITAL GAME-BASED LANGUAGE LEARNING IN A DEVELOPING COUNTRY: A LITERATURE REVIEW

<p>Implementing digital game-based language learning in a developing country faces many challenges due to the teachers’ and students’ digital competence and technological limitations. Furthermore, most of the research in implementing digital game-based language learning is conducted in developed countries. Therefore, this current research focuses on the studies of the implementation of digital game-based language learning conducted in developing countries to see whether some improvements can be made in this area. The results show that implementing existing games and developing new games are the two major distinctions in applying digital game-based language learning. On one hand, while using existing games is easier and more convenient, most educational games are in the form of quizzes with limited gameplay, and non-educational games are more fun but can cause addiction and are not entirely suitable for learning. On the other hand, the games developed specifically for learning English are great, but they are primarily simple games designed to achieve beginner goals such as vocabulary and reading skills for young learners. Therefore, the need for digital English language learning games designed for more complex objectives for various age groups with good visuals and gameplay is still available, and much future research should be done in this area.</p>

The role of technology in language immersion: a systematic literature review

<span lang="EN-US">Challenges and oppositions related to language immersion implementation are still ongoing, although numerous types of research have shown the positive impact provided by this program in a wide range of aspects. One of the most bulging challenges is that language learners are restrained from conducting language immersion directly in the country where the target language is spoken. To responding such challenges, the researchers, through this systematic literature review, reveal many important aspects that one should consider in achieving successful language immersion and probe the right technology that could provide an immersive language-learning environment. The researchers explored 56 articles covered in this research scope based on the inclusion criteria to answer the existing formulation of problems. The result identified the importance of the environment, the leader and teacher’s vital role in establishing the immersion program’s objective, and translating parents’ expectations when registering their children for the program. Utilizing technology such as virtual reality and games in language learning can imitate an immersive language experience. Developing other kinds of technology is required to bring a vaster preference for the parents who want to apply language immersion through technology in their children’s language learning.</span>

Development and Evaluation of an Image Processing-Based Kinesthetic Learning System

This study aims to develop an interactive language learning game and explore its efficacy for English language learners. A computer-generated playground was projected onto a large classroom floor (4 × 3 m) with a wide-angle projection device. A Kinect depth camera determined the spatial positions of the playground and the positions of the students’ heads, feet, and bodies. Then, we evaluated the system’s effect on English education through pre- and post-tests. While there was no significant difference between the groups in terms of achievement in the pre-tests, the experimental group exhibited significantly greater improvement in the post-tests (F: 14.815, p < 0.001, η2p: 0.086). Also, both groups demonstrated significant learning gains in post-tests compared to pre-tests (F: 98.214, p < 0.001, η2p: 0.383), and the group x time interaction of the experimental group increased more in percentage (32.32% vs. 17.54%) compared to the control group (F: 9.166, p < 0.003, η2p: 0.055). Qualitative data from student views indicated enhanced learning pace, vocabulary acquisition, enjoyment of the learning process, and increased focus. These findings suggest that a kinesthetic learning environment can significantly benefit English language learning in children.

GAMIFICATION IN ENGLISH LEARNING CONTEXT: ASSESSING THE EFFECTS OF DEVELOPING LANGUAGE COMPETENCE

This study explores the significance of gamification games in English language learning, examining their impact on learner engagement, motivation, proficiency, and cultural understanding. Employing a mixed-methods approach, the research reveals that gamified language learning platforms enhance learner engagement, intrinsic motivation, and overall learning experiences. Participants demonstrate improved cultural immersion, contextual understanding, and collaborative engagement, underscoring the transformativepotential of gamification in English language acquisition. The findings emphasize the pivotal role of gamification games in creating dynamic, interactive, and effective learning environments, offering valuable insights for educators, learners, and developers seeking to optimize English language learning through innovative and engaging pedagogical approaches.

SignIt! An Android game for sign bilingual play that collects labelled sign language data

The Deaf or Hard-of-Hearing (DHH) community constitutes over 430 million people globally, with about 70 million of them using sign language as their primary means of communication. India has around 63 million DHH individuals. The DHH community in India faces several challenges, particularly in learning sign language and English, due to delayed diagnosis, stigma, oralism, and a diversity of languages. Digital games for spoken and sign language learning have gained popularity due to their advantages over traditional language learning methods, such as enhanced engagement and socialization, driving increased research and adoption over traditional methods. Moreover, the development of robust machine learning models for sign language recognition, which could significantly improve access for signers, is currently impeded by the scarcity of labelled sign language data. To address these challenges, we collaborated with NISH, an academic institution for the DHH community and developed SignIt!, an accessible and inclusive quiz platform that facilitates the learning of English and Indian Sign Language (ISL) with a secondary goal of data collection. To assess the game's usability, we conducted a study with 20 members of the DHH community, followed by interviewing 15 participants. Overall, our participants answered 2160 quiz questions and created 210 questions. The quiz creation resulted in the collection of three hours of labelled real-world sign language data. The interviews revealed novel insights, such as a preference for playing competitively with friends, empowerment by their agency to be content creators, and early signs of learning English, sign language, and quiz content by playing and creating quizzes. We plan to open-source and release SignIt! to increase its adoption among diverse DHH communities.

The Influence of Online Games in English Language Learning

One of the major obstacles to learning English is the monotonous drilling and rehearsing that saps learners' motivation and causes them to feel frustrated. This article makes an argument for the motivational effects of integrating online gaming into conventional learning settings. Firstly, it reviews the definition of game-based learning and then take bloom’s taxonomy and effective game design elements into account. Then introduce a self-design game called Flytrap Vocab with its screes design, learning activities and goals and illustrate how this game promote learners 4 main competences in term of their reading, writing, speaking and listening skills. Finally, this paper reviews 5 main affordances of this online game that facilitate learning by playfulness, accessibility, multimediality, motivation and engagement. In the end, this paper suggest more media and online games can be imply into traditional teaching model to increase students’ motivation and interests.

Heuristics to Support the Evaluation of Optimal Experience in Educational Games for Learning Japanese as a Second Language

The evaluation of Computer-Assisted Language Learning (CALL) tools can be carried out from the perspective of different aspects, and there’s still no proposal from the literature for the evaluation of CALL games from the perspective of an “optimal experience”. Therefore, this paper proposes a set of 32 heuristics for the evaluation of educational games for Japanese Language Learning (JCALL). Furthermore, the heuristics were applied in the evaluation of JCALL L2 (i.e., as a second language) games in order to verify their usefulness. Findings show the heuristics provide good support in the evaluation of language learning educational games, and can collaborate in the redesign of these games in order to improve the optimal player experience. Finally, results also indicate the feasibility of using these heuristics in the evaluation of other types of CALL tools other than games.

Gry cyfrowe a nauczanie języków obcych – próba podsumowania dwudziestu lat badań i nowe perspektywy

Research on the use of video games in foreign language education is somewhat new and it remains a peripheral issue: the authors of the most recent review of research (Peterson et al. 2020) point out that among hundreds of papers discussing CALL published in international journals over the past fifteen years, only 26 studies focus on the use of digital games in foreign language learning. However, there are many arguments which seem to support the idea that video games are a promising area of research. The findings of numerous studies clearly suggest that digital games have considerable educational potential. In the present article, I will provide a literature review on digital games in language learning and teaching and attempt to discuss potential advantages that video games can offer in the didactic context.

Media Language Games for Junior High Indonesian Language Learning

The purpose of this research was to characterise the impact of using language game media to teach Indonesian, hoping to improve the language skills of eighth-grade students in Jeneponto Regency. Different treatments were administered to each group of students in this quantitative research, which followed an experimental research design. The control group received no special treatment and simply traditional approaches, whereas the experimental group was given media language games. Finding differences in learning achievement between students taught using media language games and students not taught using language games (conventional method) is a key goal of this study, which aims to inform best practices for teaching Indonesian to eighth-grade students in Jeneponto Regency. As a result, media-based language games are a powerful tool for teaching and learning Indonesian.

A Systematic Review of Game Designs and Outcomes of Serious Games Targeting Different Groups in Language Learning

As technology develops by leaps and bounds, serious games have been widely applied in all walks of life. However, little is known about the differences between serious games oriented to various groups. This current study thus attempted to compare and analyze the differences between serious games in language learning targeting typically developing individuals and those with autism spectrum disorders regarding game design and outcome and to figure out the challenges that individuals might face during the post-pandemic time. Related peer-reviewed papers (n=14) were chosen to utilize the preferred reporting items for systematic review and meta-analysis protocol (PRISMA-P). The findings showed that serious games with differently oriented groups differed in factors, aims, and models. Most of them were conducive to participants. It was also found that education designers should consider the well-being of teachers and learners and elements of COVID-19 while designing games. Implications for future studies were also discussed.

Digital Skills through the Lens of Gamified Activities in Language Mediation. The DIAL4U Erasmus+Project

The current study intended to analyse the perception of foreign language higher education instructors and higher education students in Romania regarding the increase of their digital skills and the use of digital tools in the COVID-19 pandemic. Online instruction provided a multitude of challenges and opportunities for designing instructional content. Our respondents concluded that language learning games and gamified instruction represent valuable tools in reconfiguring the scenario within language classes. By exploring these opportunities that increase students’ participation, interactivity and accessibility, the teaching and learning experience can be improved and adapted to more complex and ever-changing technological advances.