Digital games and foreign language learning

Peterson, Mark A.; Jabbari, Nasser

doi:10.4324/9781003240075-1

Cited by 5 publications

(3 citation statements)

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“…Several studies reveal the potential of digital games for language learning. These have gained significant research interest, encompassing both serious games specifically designed for educational purposes and commercial games like MMORPGs (Butler, 2018;Hung et al, 2018;Jabbari & Eslami, 2019;Peterson & Jabbari, 2022;Young et al, 2012).…”

Section: Relevant Studies In Dgbllmentioning

confidence: 99%

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

Esteban

2024

IJLTER

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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.

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Section: Relevant Studies In Dgbllmentioning

confidence: 99%

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

Esteban

2024

IJLTER

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“…JISC (The Joint Information Systems Committee) [3] mentioned a lack of -appropriate‖ software in its wide-reaching survey of domestic higher education institutions' use of VR in the UK. As a result of this lack of specialized software, many studies of language learning involved the use of non-TEFL COTS (commercial off-the-shelf) software [4][5][6][7][8][9]. Another study looked at 17 smartphone-based VR applications for language learning and found that very few provided novel learning scenarios (or novel teaching and learning approaches) that facilitate language acquisition [10].…”

Section: A Lack Of Tefl-specific Contentmentioning

confidence: 99%

Challenges Facing the Adoption of VR for Language Education: Evaluating Dual-Frame System Design as a Possible Solution

Urueta¹

2023

IJIET

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This paper aims to review the challenges to wider adoption of VR technologies for language education at the university level, focusing on teaching English as a foreign language (TEFL). The first portion classifies these challenges, as outlined in the current literature, into seven main themes: “Lack of TEFL-Specific Content,” “Difficulty to Integrate Learning and Evaluation,” “Supporting Various Learning Approaches,” “Uncertainty Over Learning Outcomes,” “Costs and Development Difficulty,” “VR Sickness and Other Physical Issues,” and “Space and Setup.” In addition to this classification, it considers curriculum-related challenges that are underrepresented in current VR research, such as supporting translanguaging and content and language integrated learning (CLIL). Secondly, a novel design method, Dual-Frame System Design, is introduced, which separates VR-based experiences and TEFL learning content into separate “frames” that can be swapped in and out for different learning needs. Finally, three VR systems created with dual-frame system design are evaluated in terms of their structures, functions, and user experiences for how well they address these challenges. Lessons learned from this evaluation may be useful for the future design of VR systems.

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“…In contemporary times, online gaming has become a pervasive trend among students [1]- [3]. This phenomenon presents an opportunity to leverage online games as an effective pedagogical tool for enhancing English acquisition among English as a foreign language (EFL) or English as a second language (ESL) students [4].…”

Section: Introductionmentioning

confidence: 99%

Systematic literature review: DOGBL in enhancing EFL students’ motivation

Syifa,

Musyahda,

Segoh

2024

EduLearn

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This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.

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Digital games and foreign language learning

Cited by 5 publications

References 0 publications

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

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

Challenges Facing the Adoption of VR for Language Education: Evaluating Dual-Frame System Design as a Possible Solution

Systematic literature review: DOGBL in enhancing EFL students’ motivation

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