Japanese Students’ Perceptions of Digital Game Use for English-Language Learning in Higher Education

Abstract

Researchers investigated perceptions of Japanese college students toward the use of digital games in English-language learning. The study was conducted at one large private university in Japan. Undergraduate students who were enrolled in 14 English-language courses were invited to complete a paper-based survey during class time. The survey included the following constructs: ease of use, learning opportunities, experience, preferences, and actual use. Participants were also invited to share potential advantages and disadvantages for digital game use in the classroom. Two hundred and twenty-two students completed the survey. Results indicate that most students viewed the potential integration and utilization of digital games as positive. However, some students expressed concern that the use of games may not be an effective or efficient method of learning.

The effect of games and simulations on higher education: a systematic literature review

“…In Fu et al (2016) review, despite GBL providing a motivating and enjoyable experience, there is a lack of strong evidence to show that games lead to effective learning outcomes. In some cases, there is inconsistency in student views regarding the integration of online games as a positive learning method (Bolliger, 2015). Similar views are supported by some researchers, who acknowledge students' and educators' hesitation towards virtual simulations and serious games, but they insist on the inclusion of games into course material, and on instructors' familiarization with their use (Kapralos et al, 2011).…”

“…The use of games seems to decrease opportunities for peer interaction and communication with instructors (Bolliger et al, 2015), whereas playing individually is sometimes considered better than working in a team (Merchant et al, 2014). Also, in some cases, games and simulations through collaborative activities distract students and hinder learning (Dankbaar et al, 2016).…”

“…Some learners consider teamwork as a means to facilitate decision making in a game, while others express dissatisfaction due to their peers, be it the latter's reluctance to take on responsibility or poor negotiation capabilities. Research by Bolliger et al (2015) similarly indicates that some learners remain hesitant, as they feel the use of games may actually decrease opportunities for communication with peers and instructors. Merchant et al (2014) conclude that student performance is enhanced when playing individually rather than in a group.…”

“…Motivation is considered a central factor in the majority of reviewed studies (Felicia, 2011;Ljungkvist & Mozelius, 2012;von Wangenheim et al, 2012;Bellotti et al, 2013;Hannig et al, 2013;Ahmad et al, 2013;Pløhn, 2013;Denholm et al, 2012;Dzeng et al, 2014;Lancaster, 2014;Ariffin et al, 2014;Bolliger et al, 2015;Cózar-Gutiérrez, & Sáez-López, 2016;Dankbaar et al, 2016;Fu et al, 2016). Some results suggest the effectiveness of GBL in motivating and achieving learning goals can be found at the lower levels of Bloom's taxonomy (e.g.…”

“…Shieh et al's (2010) mixed methodology research reveals that experimental groups show positive attitudes toward an innovative learning environment and outperform the control groups (in conventional classes). Some studies depict either neutral effects (Rajan et al, 2013;Beuk, 2015;Bolliger et al, 2015;Dankbaar et al, 2016;Strycker, 2016) or negative attitudes towards game use in the learning experience (Jiménez-Munguía & Luna-Reyes, 2012). Students experience more anxiety and boredom during conventional courses, which acts as an impediment to acquiring substantial problem-solving skills.…”