Subjective experiences and perceptions of learning a second language through digital games: A case study of Chinese college students

Abstract

Recent years have seen a rapid proliferation of game-based learning applied in language classes. Second language teaching and learning are being inspired by the increasingly mature game-based learning technology. Currently, educational games are regarded as a new technology with great potential. The game-based promotion of oral English has also become one of the research hotspots. This research carried out an empirical study on the subjective experiences and perceptions of using game-based second language learning to cultivate the oral English of Chinese college students. By using Unity 3D technology, “Digital Game-Virtual College” game software was developed for Chinese teenagers as the experimental carrier. Sixty-six freshmen majoring in review engineering at a university located in a first-tier city in southern China were invited as participants. Based on the courses “College English-Reading and Writing” and “College English-Listening, Viewing and Speaking,” this research explored the game-based teaching of “Words Arena Contest” and “Words Talents,” respectively. The analysis of the attitude and achievement data not only indicated the advantages and disadvantages of game-based learning, but also suggested the significant points in game-based learning software design. The results of tests and survey provide insight into the evaluation and reflection of the subjective experiences and perceptions of using digital game-based language learning. The results of this research can not only provide guidance for exploring the psychological contributors and barriers to game-based second language learning, but can also shed some light on and provide a reference for the design of game-based second language learning software.

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

“…Other articles hinged on the previously discussed theories and principles such as motivation (Chen et al, 2020;Lee, 2019;Xiao & He, 2023;Yang et al, 2020;Yassine-Diab et al, 2021), which only ingrains the innate importance of DGBLL's ability to harness the motivational impact of digital games among learners. The studies underscored the significance of motivation in the context of DGBLL, highlighting how the dynamic and interactive nature of digital games captivates learners' creativity, interest, and enthusiasm.…”

Examining the Implementation of Situational Language Teaching (SLT) in the EFL classroom: A semi-systematic literature review

“…SLT can also easily be merged with technological practices such as augmented reality or game-based learning. There is a considerable advantage to game learning which lies in the genuineness of learning tools and the situational quality of an education setting (Xiao & He, 2023). Within game-based learning, game technology proves to be useful in supplying students with authentic communication situations that mimic authentic social activities complete with actual scene-oriented language, discourse, and exchange (Kong et al, 2022).…”