The design features of digital games and their impact on language learning for EFL college students

Abstract

Background Digital games have been recognized as an effective tool to enhance language learning, and their design features, such as interactivity, challenge, or immersion, have been linked to successful language acquisition. The purpose of this research study is to explore some design features of digital games and show their impact on learning English by EFL college students. Methods The methodology was based on a questionnaire survey that was conducted in two countries (Iraq and the Czech Republic) among 160 undergraduate students of English as a foreign language. Results The findings of this study reveal that digital games have the potential to be effective tools for improving English language proficiency among EFL college students and their effectiveness is especially affected by design features, such as personalization and interactivity. In addition, language skills development and perceived usefulness are also important factors despite the fact that students do not associate the intention to learn a language and perceived ease of use of the games with learning. Conclusions By understanding these factors and design features, educators and game designers can create games that are more engaging and effective in promoting language learning among EFL college students.