A methodological framework for analyzing the language in digital games

Dixon, Daniel H.

doi:10.4324/9781003240075-4

Cited by 8 publications

(8 citation statements)

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“…Such research can also address the lack of long-term effect of instruction found in these studies. Critics often say that educational games do not have much motivational appeal because fun and engaging mechanics in entertainment games are replaced by repetitive exercise-type mechanics (like the “click-and-watch” mechanic in our game) (Dixon et al, 2022; Loewen et al, 2019). How can we create an educational game that can achieve the same level of playfulness as their entertainment counterparts?…”

Section: Discussionmentioning

confidence: 99%

Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction

Taguchi

2023

Lang. Teach.

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Learning pragmatics involves learning linguistic forms and their communicative functions as well as the context where the form-function relationships are realized. Given its socially grounded, context-sensitive nature, pragmatics may be best learned in a technology-enhanced environment that provides direct access to contextualized communicative practice. Technology can help produce rich multimodal input, opportunities for interaction with consequences, and experience-based learning, which are all important elements of pragmatics learning. This lecture highlights these benefits of technology-enhanced pragmatics learning using a digital game as a sample platform. We created a digital game to teach request-making in English by having participants experience interpersonal consequences of their request as feedback (observing their interlocutor's reactions to their choice of request-making forms). Using the digital game with Chinese learners of English, a series of studies were conducted to investigate a variety of topics, such as the effects of different feedback conditions on learning outcomes, role of metapragmatic knowledge in learning, and transfer of request-making knowledge to a novel speech act. This lecture presents findings from these studies and concludes with future research directions on technology-enhanced pragmatics learning.

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Section: Discussionmentioning

confidence: 99%

Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction

Taguchi

2023

Lang. Teach.

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“…JASP was developed to be a more accessible and open alternative to proprietary statistical software, and its application in L2 research is growing. It has been used to analyze data in studies examining a range of diverse variables, including speech fluency (Chau et al, 2022), L2 writing (Mazgutova & McCray, 2023), L2 motivation (Zalbidea et al, 2022), and digital game-based language learning (Dixon et al, 2022) to mention a few. Follows is a summary of how some of this research within the field of SLA which has implemented JASP as a data analysis tool.…”

Section: Jasp In L2 Researchmentioning

confidence: 99%

Exploring JASP as a data analysis tool in L2 research: a snapshot

McBride,

Garcés-Manzanera

2024

TEISEL

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This paper explores the potential of JASP (Jeffreys’s Amazing Statistics Program, https://jasp-stats.org/) as a robust statistical tool in advancing Second Language Acquisition (SLA) research, with a specific emphasis on its application within the domain of L2 writing. Second language writing proficiency is a complex and multifaceted skill, demanding rigorous empirical investigation to uncover nuanced patterns and insights. JASP, known for its user-friendly interface and advanced statistical capabilities, emerges as a promising instrument for researchers seeking to unravel the intricacies of L2 writing development. The paper begins by providing an overview of the features embedded in JASP and continues to discuss some of the extant research within the field of SLA that implements JASP as a data analysis tool. Follows is a detailed description of the use of JASP in two L2 writing papers, in which the data analysis decisions are discussed. Furthermore, the discussion delves into the practical implications of utilizing JASP in L2 writing research, including its ability to accommodate small sample sizes, handle complex interactions, and facilitate transparent and reproducible analyses. The paper concludes by advocating for the widespread adoption of JASP in SLA research, positing that its integration holds the promise of advancing our understanding of the intricacies of L2 writing development and contributing to the refinement of pedagogical approaches in second language education.

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“…Once the participants finished each level of the game, they were given one physics-related wraparound activity (Figure 2) and one language-related activity (Figure 3). Additional instructional support to gamemediated learning has been considered beneficial (Dixon et al, 2022;Wouters & Oostendorp, 2013), especially when using a COTS game that is not specifically designed for language learning (Sykes & Reinhardt, 2012). This study incorporated an alternating design of the learning tasks, namely, gameplay → wraparound activity → gameplay.…”

Section: Follow a Task-based Designmentioning

confidence: 99%

Weaving game and task into content-language integration: Proposing a game-mediated dual learning model

Gao

2023

E-JournALL

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Content-based instruction, task-based language teaching, and game-mediated learning are three pedagogical approaches that are perceived as effective in second and foreign language education. These approaches share common ground in a sociocultural and functional view of language learning and popularity as engaging classroom strategies in elementary, middle, and high school (K-12) contexts. However, challenges may exist in ensuring content and language dual learning goals, designing language learning tasks, or implementing game-mediated activities. Therefore, this study seeks to describe the conceptual and methodological alignment among these approaches by reviewing recent research. Moreover, a game-mediated dual learning model is proposed to pinpoint a series of design components for language educators to consider when they integrate the aforementioned three approaches.

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A methodological framework for analyzing the language in digital games

Cited by 8 publications

References 0 publications

Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction

Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction

Exploring JASP as a data analysis tool in L2 research: a snapshot

Weaving game and task into content-language integration: Proposing a game-mediated dual learning model

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