Understanding the Interaction between Technology and the Learner: The Case of DLL

Gaming enhances learning-induced plastic changes in the brain

“…As compared to traditional teaching and other non-game learning approaches, the results on the effectiveness of digital game-based learning are somewhat mixed (Li & Lan, 2021a). However, learners often find learning by playing both enjoyable and motivating (Kober et al, 2020;Li & Lan, 2021b;Peterson, 2010aPeterson, , 2010bYip & Kwan, 2006;Young & Wang, 2014) and prefer digital-game based learning over regular activity-based classroom learning (Yip & Kwan, 2006).…”

Onscreen presence of instructors in video lectures affects learners’ neural synchrony and visual attention during multimedia learning

“…However, given its convenience and accessibility, online learning with multimedia instructional videos remains the most popular alternative to in-person classroom education beyond the pandemic, with unprecedented coverage of topics in almost every field. In-depth research in this domain can help better understand the technological features and learner-specific characteristics that contribute to effective video learning ( 1 , 2 ). In particular, given the prevalence of instructional videos in today’s education, neurocognitive research is needed for evidence-based instructional design grounded in theories of multimedia learning.…”

Digital tools for learning new languages: Benefits and limitations

“…Li and Lan (2022b) use their Authors’ Response for a rebuttal of the critical points raised by the commentators. They reiterate their claim from the Keynote article that ‘the best contextualized learning scenario is one that can enable adult L2 learning to occur like in child L1 learning’.…”

“…They reiterate their claim from the Keynote article that ‘the best contextualized learning scenario is one that can enable adult L2 learning to occur like in child L1 learning’. Li and Lan (2022b) also maintain their view that ‘… students acquire language better through contextualized learning…’, but they admit that adults may also learn something from traditional language learning. Finally, Li and Lan (2022b) acknowledge that future development of DLL technology and research needs to take into consideration the needs of different learner types and of new technological affordances for personalized learning such as those pointed out in a number of commentaries.…”

“…Li and Lan (2022b) also maintain their view that ‘… students acquire language better through contextualized learning…’, but they admit that adults may also learn something from traditional language learning. Finally, Li and Lan (2022b) acknowledge that future development of DLL technology and research needs to take into consideration the needs of different learner types and of new technological affordances for personalized learning such as those pointed out in a number of commentaries. The impression that remains after reading the Keynote article, the commentaries, and the authors’ response is that DLL does indeed provide promising new ways for L2 learning, but that a lot more research is needed before DLL tools and applications can fully realize their potential.…”