A scoping review of digital game-based technology on English language learning

Abstract

Learning with games has been increasing in practice, but review studies of the features and learning outcomes involving digital games to develop language learning are scarce. This scoping review investigates the current practices of digital game-based language learning to support English language learning, in terms of participants' characteristics, methodological features, gaming characteristics, and an association between game availability and gaming characteristics.Our results indicate: (1) vocabulary is the most dominant practiced language skills; (2) methods employed were primarily quantitative with researcher-designed tests; (3) commercial games contain the most elements of a good game; (4) use of good gaming elements is inconsistent among digital games. We provide strategies for educational researchers to improve their rigor in research, along with explicit criteria that digital game designers can apply toward language-learning game development. As educational technology continues to transform language learning, we emphasize the need for continued research and development that investigates how gaming elements in mobile learning environments may improve language-learning outcomes.

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

“…The figure shows the large gap in game element quantity between games constructed for education versus entertainment. These findings are similar to those of Xu [27] in that the DGBLL applications are inconsistent in their quantity of game characteristics. Interestingly, bespoke games and games for education categories were similar in element quantity.…”

“…A more recent review by Xu [27] filtered through results to analyze 59 research papers where English was the target language and examined DGBLL design. Xu found that vocabulary was the most prevalent language skill studied, and gameful elements lacked consistency amongst the digital games used.…”

Digitalization of Russian higher education: educational process technologies (experience of universities of the Ural Federal District of Russian Federation)

“…At the same time, digitalization is considered as a different perception of pedagogical activity, when a teacher becomes a tutor, mentor, coach, coordinator, only directs and helps in development, and is not a translator of knowledge. This can be a way out into virtual reality with game pedagogical technologies as a condition for developing skills and applying them in problem situations [8]. Finally, digitalization is perceived as a different perception of graduates' competencies for the digital economy, which are subject to digital literacy requirements.…”

Use and Analysis of the Collaborative Wall in the Teaching-Learning Process on History Considering Data Science

“…The benefits on the use of Information and Communication Technologies (ICTs) in the educational field are the personalization of the learning process (LIM; NEWBY, 2020), flexibility of time and space (WU et al, 2020;XU et al, 2020), communication (BARDAKCI et al, 2018;ZHAO;HUANG, 2020), active role of students (SALAS-RUEDA et al, 2020;SCHWARZENBERG et al, 2020) and development of skills (AL-SAMARRAIE et al, 2020;LIU et al, 2020).…”