Article

The impact of a serious game on vocabulary and content learning

Taylor & Francis
Computer Assisted Language Learning
Authors:
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

One of the more rapidly advancing subfields of second language acquisition research is Digital-game based language learning (DGBLL) and many studies have found that Commercial off-the-shelf (COTS) games can have a positive effect on vocabulary acquisition. COTS games are specifically made for entertainment purposes, while serious games, which studies have found to enhance language and content knowledge, are designed for educational purposes. In the present study, a serious game titled Slave Trade was adopted to examine whether vocabulary and knowledge of history can be acquired at the same time and to investigate how the participants perceived the serious game regarding language and history learning. Sixty six college EFL students were recruited to take part in this study. They were required to take pre- and post-tests in both vocabulary and content knowledge and to respond to a user survey. The study found statistically significant improvements in both vocabulary and history knowledge. The vocabulary learning can mainly be attributed to the rich contextual clues of the gaming environment and repetitive exposure to the target words (i.e. more than six times). However, it was also found that words of fewer occurrences could be acquired because of the gaming environment. In addition, the students reported that they had enjoyed a positive learning experience via the serious game. Finally, it is suggested that language teachers should consider making educational use of serious games.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... They could also collect lists of new vocabulary whilst playing the game. In line with the positive responses from the participants in this study, the uses of the Bingo Game by Gholamreza and Pourhosein (2019) in Iran, the Slave Trade Game by Chen and Hsu (2020) in Taiwan and the Virtual-Reality Game by Alfadil (2020) in Saudi Arabia were also reported to bring a positive environment to learn vocabulary. In these studies, games improved learners' vocabulary and provided fun, enjoyable, and relaxed learning settings (Alavi & Gilakjani, 2019;Alfadil, 2020;Chen & Hsu, 2020). ...
... In line with the positive responses from the participants in this study, the uses of the Bingo Game by Gholamreza and Pourhosein (2019) in Iran, the Slave Trade Game by Chen and Hsu (2020) in Taiwan and the Virtual-Reality Game by Alfadil (2020) in Saudi Arabia were also reported to bring a positive environment to learn vocabulary. In these studies, games improved learners' vocabulary and provided fun, enjoyable, and relaxed learning settings (Alavi & Gilakjani, 2019;Alfadil, 2020;Chen & Hsu, 2020). The generally positive findings across various foreign language settings may also suggest that games could be an ISSN 2303 -3037 (Print) ISSN 2503 -2291 (Online) 'oasis' for learners who typically were trained to learn languages very structurally with heavy memorisation and test settings. ...
... The result of this study was similar to the findings of two previous studies (Chen & Hsu, 2020;Saleh & Althaqafi, 2022). They found that learners' pronunciation had improved during the implementation of their respective games, as seen from the pronunciation pre-test and posttest scores. ...
Article
Full-text available
This study was the continuation of a classroom action research (CAR) study on the use of Undercover Game to improve the vocabulary mastery of eight Indonesian private English course learners. This previous study revealed that despite the use of the game could visibly make learners learn vocabulary in a fun way, the comparison of pre-tests and post-test results suggested that the game could not sufficiently improve the learners’ vocabulary mastery. Because this finding warranted further investigations and considering the scarcity of research studies investigating the game for vocabulary learning, the present study was conducted to investigate learners’ perspectives on the use of the game for vocabulary learning. Four learners of the eight learners involved in the previous CAR study were randomly selected for semi-structured interviews. The interview results were analysed by using thematic analysis and two themes were found. First, four learners stated that Undercover Game was a fun learning media for learning vocabulary. Second, Undercover Game influenced learners’ ability to learn pronunciation and parts of speech of new words. The result of this study suggested that teachers consider the use of the Undercover Game in large-scale classes. These findings suggested the positive effects of using the game for vocabulary learning.
... It is important to establish first whether vocabulary learning can occur from playing games. Several studies have shown a positive correlation between the amount of video game playing and vocabulary knowledge (Chen & Hsu, 2019;De Wilde et al., 2019;Sundqvist, 2019;Sundqvist & Wikström, 2015;Sylvén & Sundqvist, 2012). Sylvén and Sundqvist (2012) examined how the amount of time spent playing massively multiplayer online role-playing games (MMORPGs) correlates with vocabulary knowledge. ...
... Games can also be developed specifically for learning and training purposes (Johnson, 2007;Johnson et al., 2005). A common distinction is made between commercial off-theshelf (COTS) games and serious games (Chen & Hsu, 2019). Serious games are games that are designed primarily for learning (Chen & Hsu, 2019;Johnson, 2007;Johnson et al., 2005). ...
... A common distinction is made between commercial off-theshelf (COTS) games and serious games (Chen & Hsu, 2019). Serious games are games that are designed primarily for learning (Chen & Hsu, 2019;Johnson, 2007;Johnson et al., 2005). COTS games, on the other hand, are games designed mainly for entertainment and not learning. ...
Article
Full-text available
This review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial to understand how these factors contribute to learning outcomes. Yet, previous reviews have mainly overlooked out-of-class exposure in their discussion of individual differences. The current review shows that the three factors can have a positive effect on lexical development. There are some points to consider such as the need for a large amount of input for out of-class exposure to be effective. Additionally, the review shows that both motivation and self-regulation are important for vocabulary learning and that they are positively related to vocabulary knowledge. It shows that more self-regulated and motivated students tend to have significantly larger and more developed vocabulary knowledge. By synthesizing findings from empirical studies on individual differences and vocabulary learning, this review provides insights into making vocabulary learning more effective.
... It is important to establish first whether vocabulary learning can occur from playing games. Several studies have shown a positive correlation between the amount of video game playing and vocabulary knowledge (Chen & Hsu, 2019;De Wilde et al., 2019;Sundqvist, 2019;Sundqvist & Wikström, 2015;Sylvén & Sundqvist, 2012). Sylvén and Sundqvist (2012) examined how the amount of time spent playing massively multiplayer online role-playing games (MMORPGs) correlates with vocabulary knowledge. ...
... Games can also be developed specifically for learning and training purposes (Johnson, 2007;Johnson et al., 2005). A common distinction is made between commercial off-theshelf (COTS) games and serious games (Chen & Hsu, 2019). Serious games are games that are designed primarily for learning (Chen & Hsu, 2019;Johnson, 2007;Johnson et al., 2005). ...
... A common distinction is made between commercial off-theshelf (COTS) games and serious games (Chen & Hsu, 2019). Serious games are games that are designed primarily for learning (Chen & Hsu, 2019;Johnson, 2007;Johnson et al., 2005). COTS games, on the other hand, are games designed mainly for entertainment and not learning. ...
Article
Full-text available
This review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial to understand how these factors contribute to learning outcomes. Yet, previous reviews have mainly overlooked out-of-class exposure in their discussion of individual differences. The current review shows that the three factors can have a positive effect on lexical development. There are some points to consider such as the need for a large amount of input for outof-class exposure to be effective. Additionally, the review shows that both motivation and self-regulation are important for vocabulary learning and that they are positively related to vocabulary knowledge. It shows that more self-regulated and motivated students tend to have significantly larger and more developed vocabulary knowledge. By synthesizing findings from empirical studies on individual differences and vocabulary learning, this review provides insights into making vocabulary learning more effective.
... These changes affect the way people use and learn languages as well. Yet, a strong language learning environment considers commitment, inspiration, challenge, competition, interaction, goals, evaluation, and even rules as primary ingredients for the effective transfer of language (Chen et al., 2019). ...
... Vocabulary learning includes various aspects and is a major part of L2 language learning. Many learners associate language learning with the acquisition of new words and vocabulary (Chen et al. 2019). According to Vásquez and Ovalle (2019), vocabulary level 6 information can be separated into two classes: responsive and gainful. ...
... Meanwhile, Vásquez & Ovalle (2019), games aren't simply for entertainment; they may also be educational. Educators use games that coordinate education and online experience game learning in online experience games-based learning (Chen, 2019). This strategy engages pupils and can be used in homerooms for kids of various ages and topics. ...
Article
_ Online adventure game learning can motivate engaging and fun activities to learn new vocabulary. In the present study, the effect of using a digital online adventure game and its role in promoting Kurdish learners’ vocabulary learning and their level of motivation in playing the game were investigated. In the experimental group, the Hidden Chronicles online adventure game was used, whereas in the control group, English vocabulary was taught through traditional methods. At the end of the 3 weeks of traditional homework and gameplay, the participants’ performances were compared. The results pointed out that the mean score of the children in the experimental group was not significantly higher than those in the control group, meaning that there was no positive effect of using online adventure games in teaching English vocabulary to Kurdish learners. Regarding the pretest and posttest conditions in the experimental group, there was a significant difference in the scores for pretest and posttest conditions in the experimental group.
... Chen et al., 2018;Tsai & Tsai, 2018) rather than empirical studies, and even empirical studies focus on effectiveness (H. Chen & Hsu, 2020), attitudes (Gao & Pan, 2023), or young children (Hwang & Wang, 2016) rather than on the process of adult learners. ...
... This is because it aligns with the complex learning process of DGBVL, which encompasses the effects of learner-related and contextual factors and can be used to enhance the understanding of DGBVL's influential mechanism (H. Chen & Hsu, 2020;Gao & Pan, 2023;Tai et al., 2022). R. Li et al. (2021) developed measurement and structural models that describe EFL learners' flow experiences in DGBVL. ...
Article
Full-text available
Over the last ten years, continuous attention has been paid to the use of digital games in vocabulary learning. Their effectiveness and availability have been widely discussed. However, the experiences of language learners and the underlying patterns of their engagement while using digital games for vocabulary learning remain underexplored. In order to fill this significant gap, this study aimed to examine the influential mechanism of English as a Foreign Language (EFL) learners’ flow experiences in digital game-based vocabulary learning (DGBVL). The sample consisted of 306 Chinese EFL learners who had DGBVL app usage experience, and data collection was based on a DGBVL flow experience instrument employed through an online platform. Structural equation modeling (SEM) was employed to assess the reliability and validation of the existing scale for various DGBVL apps. A multi-group analysis was then conducted, revealing that the influential mechanism was a process in which the effects of antecedents on outcomes could be mediated by flow experiences. In addition, the role of usage frequency was also explored, and three paths were found to differ across three usage frequency levels (i.e., seldom, sometimes, and always): the effect of balance of skill and challenge on enjoyment, the effect of enjoyment on satisfaction, and the effect of perceived learning on satisfaction. These findings provide new insights for the influential mechanism of flow experiences and will assist EFL learners in optimizing their learning outcomes in digital game-based vocabulary learning.
... In addition, the significant effects of Serious Games on verbal skills have been observed in several studies. The study by Chen (2020) showed some findings in support of the significant effects of Serious Games on increasing children's verbal lexicon [31]. findings of the present study were in line with the results of the above references. ...
... In addition, the significant effects of Serious Games on verbal skills have been observed in several studies. The study by Chen (2020) showed some findings in support of the significant effects of Serious Games on increasing children's verbal lexicon [31]. findings of the present study were in line with the results of the above references. ...
Article
Full-text available
Background Autistic children often face difficulties with semantic skills such as receptive lexicon. Games based on behavioral principles have been emphasized for treating autistic children. Serious Games are a new and effective way to alleviate deficits in autistic children. Objectives The present study aimed to design and investigate the efficiency of a Serious Game titled “Kookism” on the receptive lexicon of autistic children. Methods The empirical study with a pretest-posttest design, and a two-months follow-up, involved 30 children (aged 4–9) at Birjand and Zahedan, Iran. The participants were selected by convenience sampling and randomly divided into experimental and control groups (each 15 participants). The control group received the Applied Behavior Analysis (ABA), while the experimental group received a treatment consisting of the ABA plus the “Kookism” game. The 20-min sessions were held every other day for two months. Data were collected using MacArthur-Bates Communicative Development Inventories. After confirming the essential assumptions for the covariance analysis, ANCOVA was used to analyze the data. Results The findings showed a significant difference between the experimental and control groups in the increase in the participants’ receptive lexicon after eliminating the effects of the covariate (p < 0.05). Two months later, there was no statistically significant difference. (P = 0.144, F = 0.077, p > 0.05). Conclusions The findings of this study indicate that Serious Games significantly improved the receptive lexicon of autistic children. This result remained for up to two months.
... Nevertheless, a consensus has emerged regarding the efficacy of digital games in enhancing foreign language learning, especially vocabulary learning [34][35][36][37]. Digital games have been found to provide distinctive opportunities for acquiring, retaining, and contextualizing vocabulary [14,17,38]. ...
... Despite contradicting some studies suggesting that the cognitive load of digital games may hinder vocabulary retention (e.g., Ref. [65,66]), our research highlights the undeniable benefits of digital games for vocabulary acquisition (e.g., [34][35][36]). The participants' belief that playing digital games facilitates foreign language vocabulary learning was supported by the results of our study. ...
Article
Full-text available
The potential of digital games in education has been widely discussed, yet there is a significant gap in the literature regarding their influence on foreign language learning, particularly in Central Europe, and using mixed-method research designs. This study aims to fill this gap by providing empirical data from a new cultural context. Using a mixed-method research design, it investigates the impact of gaming on language learning outcomes of English as a Foreign Language (EFL) university students. A total of 99 Slovak university students of English as a foreign language were selected by convenience sampling, of which 10 were chosen for qualitative interviews to triangulate the data. The results reveal a significant improvement in vocabulary knowledge and a reported increase in positive language attitudes among gamers compared to non-gamers, with no significant difference in grade point averages between the two groups. These findings highlight the potential of digital gaming to enhance vocabulary learning and foster positive attitudes towards language learning among EFL students. Recommendations for future research are provided.
... Several studies showed that watching videos enhanced students' vocabulary learning and content comprehension (Hsieh, 2019;Montero Perez, 2019;Suárez & Gesa, 2019). Similarly, many studies have shown that online games enhance and improve learning (i.e., ultimately increasing English vocabulary) and enhance students' positive learning experience (Chen & Hsu, 2019;Ebrahimzadeh et al., 2016;Enayat & Haghighatpasand, 2019;Zou et al., 2019;Katemba & Sinuhaji, 2021;Peterson, 2016;Yip & Kwan, 2006). ...
... ,Chen & Hsu (2019), andLi et al. (2019) found similar feedback in their studies. The implications of this study can help optimize teaching English in the countries where English is a second or foreign language. ...
Article
Full-text available
Educational online games and educational videos are classroom methods that incorporate multimedia into language teaching. Previous studies have suggested that the use of online games and educational videos in language learning enhances student performance. However, no studies have been done using three different groups to examine whether online games or educational videos are more beneficial for language learning than conventional teaching, if at all. This study intended to fill the existing gap in research about vocabulary acquisition, using an experimental research design with a pre-test at the beginning of the program and a post-test at the end of the program. These tests were administered to 93 seventh grade EFL students. The participants were divided into three groups and taught using educational videos, online educational games, and conventional teaching respectively. Statistical analysis showed that there was a significant difference among these three groups. The use of educational online games resulted in higher achievement than the educational videos and conventional teaching. These results suggest that multimedia learning has a significant effect on vocabulary enhancement.
... (2) Provide game rewards. The game should encourage learners to consistently complete the experiment by setting up game leaderboards, points and props, which can improve students' emotional experience, stimulate students' motivation and interest in learning (Zagalo et al., 2005;Chen and Hsu, 2020;Wang et al., 2023), and achieve the effect of developing students' skills. ...
... According to the difficulty of the game level, we can provide instant communication and discussion forums. Speech recognition technology can take the input of the learner's voice and analyze it in order to provide timely emotional feedback and interaction through the expressions, gestures and vocal tones of appropriate virtual characters (Chen and Hsu, 2020). At the same time, the game platform can also analyze learning behavior data and provide adaptive materials and personalized learning maps based on learners' game completion. ...
Article
Full-text available
Introduction Natural science education, as an important means to improve the scientific literacy of citizens, combines science education games with virtual reality (VR) technology and is a major developmental direction in the field of gamified learning. Methods To investigate the impact of VR science education games on learning efficiency from the perspective of embodied cognition, this study uses the China National Knowledge Infrastructure (CNKI) and Web of Science (WOS) databases as the main source of samples. A meta-analysis of 40 studies was conducted to examine teaching content, game interaction, and immersion mode. Results The study found that (1) VR science and education games have a moderately positive impact on the overall learning effect; (2) regarding teaching content, the learning effect of skill training via VR science and education games is significant; (3) regarding interaction form, the learning effect on active interaction is significantly better than that of passive interaction; (4) regarding immersion mode, somatosensory VR games have a significant impact on the enhancement of students’ learning; (5) regarding application disciplines, VR science education games have a greater impact on science, engineering, language and other disciplines; (6) regarding academic segments, the learning effect on college students is most significant; and (7) regarding experimental intervention time, short-term intervention is most effective. Discussion Accordingly, this article proposes strategies for VR science game design from the perspective of embodied cognition: a five-phase strategy including skill training, human-computer interaction, and environmental immersion, aiming to improve the learning effect and experience of users.
... Ramburuth and Härtel (2010) pointed out that students from low socio-economic backgrounds often underperform in tasks requiring sound literacy and numerical skills. However, some studies indicate that serious games could have positive effects on such mathematical and literacy skills (Chen & Hsu, 2020;Jagušt et al., 2018). For example, Eisenack (2013) found that serious games help students to better understand complex scientific terminologies. ...
... It is also influenced by visual elements which makes learning content more attractive than text-based content (Fjaellingsdal & Klöckner, 2020). For this reason, learning through serious games works favorably compared to the traditional classroom (Chen & Hsu, 2020;Sardone & Devlin-Scherer, 2016). However, it can be subjective because some serious games could have a reverse effect on player's engagement if they find the game is too simple and less challenging (Ouariachi et al., 2017). ...
... Several studies have pointed out the effectiveness of serious games and how they facilitate both content and L2 learning. Serious games are typically designed for education and training purposes (Johnson et al., 2005) and are claimed to increase learning motivation and learning performance, and have the potential to facilitate subject content learning (Chen & Hsu, 2020). In Chen and Hsu's study (2020), they sought to examine if university students acquire both content and vocabulary knowledge at the same time by using an interactive serious game (Playing History). ...
... According to prior and current L2 research, we know that games have the potential to be used in various learning contexts with different student populations (Sykes & Reinhardt, 2012;Reinhardt & Sykes, 2014). Particularly in dual-learning environments, game-mediated activities that might promote dual learning contain either explicit and/or implicit opportunities for both content and language learning (e.g., Chen & Hsu, 2020;Dourda et al., 2014;Soyoof et al., 2022). Explicit opportunities for dual learning can be achieved by solving problems that are directly tied to the content area and/or language learning, such as using equations to solve physics problems or matching definitions to the target vocabulary. ...
Article
Full-text available
Content-based instruction, task-based language teaching, and game-mediated learning are three pedagogical approaches that are perceived as effective in second and foreign language education. These approaches share common ground in a sociocultural and functional view of language learning and popularity as engaging classroom strategies in elementary, middle, and high school (K-12) contexts. However, challenges may exist in ensuring content and language dual learning goals, designing language learning tasks, or implementing game-mediated activities. Therefore, this study seeks to describe the conceptual and methodological alignment among these approaches by reviewing recent research. Moreover, a game-mediated dual learning model is proposed to pinpoint a series of design components for language educators to consider when they integrate the aforementioned three approaches.
... One of these positive effects is related to improvements in vocabulary performance, which is promoted through GBL interventions that incorporate challenging, interesting, interactive, authentic, and exciting game competition and gamified assessment mechanisms through serious games [25]. The repetitive exposure to words in serious games also has a positive influence on incremental vocabulary acquisition [26]. Chiu et al. [27] also showed that meaningful and engaging games provide learners with more language learning opportunities than drills and practice games. ...
... Another positive effect of GBL interventions that integrate serious games into language teaching and learning is their impact on engagement and motivation because serious games involve enjoyable and formative properties, which are attractive and motivating for both teachers and students [26]. Tlili et al. [28] pointed out that the attractiveness of serious games contributes to engaging students in the learning process while performing activities that improve their communicative language skills. ...
Article
Full-text available
Game-based learning (GBL) places high demand on educational resources and has been widely practiced in classrooms in many developed countries; however, few studies on GBL and its influencing factors have been conducted in developing countries. To address this research gap, a mixed-methods study was conducted in a state high school in the Amazon region of Colombia with 64 tenth-graders who were learning English as a foreign language to identify the factors that affect learners’ learning outcomes when serious games are applied to vocabulary learning, with a specific focus on learning engagement. This study drew on both quantitative and qualitative data collected from surveys, interviews, and pre- and post-tests. The results showed that engagement and prior knowledge can positively predict GBL outcomes, while contextual factors and family condition had an adverse impact on GBL outcomes (Adjusted R2 = 0.635, p < 0.01). The results also indicated that a male student with a higher level of prior knowledge would be more likely to achieve good grades in GBL. Based on the study results, several implications are proposed for incorporating serious games for vocabulary learning in less-developed regions. This study results provide important practical implications for high schools in developing countries to implementing GBL.
... Thus, DGBELL focuses on vocabulary as one of the competencies. A number of 12 studies conducted to identify the effects of digital games in improving the English vocabulary acquisition (Chen & Hsu, 2019;Chandra & Kepirianto, 2021;Sagubay-Lozarito & Segumpan, 2022;Padar, 2022;Vásquez & Ovalle, 2019;Pahamzah et al., 2020;Tan et al., 2019;Guaqueta & Castro-Garces, 2018;Vélez-Agosto & Rivas-Vélez, 2018;Hazar, 2020). Based on the study by Vásquez and Ovalle (2019), an evaluation of the findings acquired from the vocabulary assessment, learners' and educators' records revealed that following the intervention of a digital game on English vocabulary, the learners could acquire a considerable amount of vocabulary. ...
... According to the findings of Hao and Lee (2019), high-quality aesthetics within the production of digital games are sufficient to fulfil entertaining effects, interesting characters and narratives, rewards, badges, and quests. This is strengthened by Chen and Hsu (2019) asserted that many learners commented that they appreciated and were attracted to the beautiful characters and the interesting storylines. ...
... This dynamic environment fosters active engagement, cognitive flexibility, and adaptability, supporting knowledge acquisition and application across contexts. These findings highlight the cognitive benefits of serious games, particularly in education, where traditional methods often fall short in engaging students [13]. ...
Article
Full-text available
Children with speech and language difficulties often face significant challenges in expressing their needs, emotions, and thoughts, which can lead to frustration, social isolation, and hindered participation in educational and social activities. Addressing this issue, we present a customizable communication board designed to facilitate effective and autonomous communication for these children. Unlike traditional solutions, this application offers a culturally adaptive and user-centered approach, enabling the inclusion of personalized pictograms, such as representations of familiar objects, to create a more relatable and engaging gamified experience. The platform “PictoAndes” leverages modern technology and gamification principles to transform therapy into an interactive and motivating process. By integrating pictograms that resonate with users’ unique contexts, the board enhances communication, strengthens emotional connections, and fosters a sense of belonging. Built on agile methodologies, the application provides a dynamic solution that adapts to individual needs and evolving challenges, ensuring accessibility and inclusivity. The evaluation of the platform, guided by WCAG 2.1 accessibility standards, demonstrates its effectiveness in reducing communication barriers and promoting active participation. Aligned with the United Nations Sustainable Development Goals (SDGs) 4 and 10, this project contributes to inclusive education and reduced inequalities by offering a practical and transformative tool. By empowering children to express themselves in meaningful ways, the customizable communication board represents a significant step toward enhancing the quality of life and fostering social inclusion for individuals with speech and language difficulties.
... As a by-product of Computer-assisted language learning (CALL), a significant number of studies have lately concentrated on the advantages of digital games in second language learning (See, for example, Butler, 2015;Chen & Hsu, 2020;Lai & Chen, 2023). Video games are now a common part of our everyday lives. ...
Article
Full-text available
The goal of the present study is to investigate how a commercial computer game (CCG) affects the productive and receptive vocabulary knowledge of EFL learners when they are not in a formal educational setting. More specifically, we investigated how CCGs assist learners in recognizing and producing English vocabulary over time (i.e., whether they only recognize the words when directly confronted with them or use them spontaneously). The investigation took place in an EFL context, and a sample of convenience of male students from a classroom at a private language institution was selected by the researchers. According to the results of statistical analyses, players' receptive and productive vocabulary knowledge significantly increased after playing the game. Additionally, it was evident that the learned words were retained to a high degree.
... Among video games for learning languages (educational games), the most common are those that address vocabulary development (Yudintseva 2015). A number of studies indicate that vocabulary work is based on several cognitive tasks which include memorizing the sound and letter complex of a word, understanding its meaning, holding it in memory, and reproducing it orally or in writing (Kosmas et al. 2018;Chen and Hsu 2019;Turgut and Irgin 2009;Yudintseva 2015). ...
Article
Full-text available
Chapter 4 Methodological Problems in Analysing Non-verbal Arguments: The Case of Visual Argumentation (pp. 49 - 69) Igor Ž. Žagar Abstract For the last twenty years (or so) the field of argumentation has been becoming more “flexible” and open to new approaches, to approaches that are not based merely on logic (of one form or another), not even just on language. This paper tackles (so-called) visual argumentation, more precisely, the impossibility of (pure) visual argumentation, its very vague methodology and epistemology. After a short overviewof the history of visual argumentation, I concentrate on one of its most problematic theses: reasoning is seeing/seeing is reasoning. Following N. J. Enfield’s groundbreaking work on enchrony (The Anatomy of Meaning, 2009), I then show that “visual” meaning is always composite and context-grounded; “visual” meaning should always be constructed through an interactive-recursive multimodal process (enchrony); and any meaning analysis should be conducted in terms of enchronic analysis and reconstructed as composite utterances. Keywords Visual argumentation · Reasoning · Multimodality · Enchrony · Composite utterances
... Gamified solutions were even found to be beneficial for mitigating social isolation and loneliness [14]. Although there is empirical evidence for the impacts of serious games on vocabulary and content learning [15], the effects of serious mobile games on content requiring repetition, such as vocabulary training, remain relatively unexplored. ...
Chapter
Full-text available
Training and further education are crucial for efficiency and safety in large companies. However, learning special vocabulary about dangerous goods, occupational safety, or internal codes can be tedious due to the need for repetition. Combining learning with the intrinsic motivation and fun of playing digital games, a concept known as serious games, is gaining traction with recent advancements in the gaming industry. Particularly mobile games have become popular due to their accessibility. Despite evidence of the benefits of serious games, the potentials of low-threshold mobile games in vocational training are still underexplored. In this work, we present the results of a study (n = 79) investigating the potentials of a serious low-threshold mobile game called “Sky Dash” to enhance the experience of a repetitive learning task in the context of a large company in ground logistics. We used a between-subjects design with employees working in the baggage handling at an international airport. The findings underline the users’ appreciation of interactive gamified learning in comparison to non-gamified passive learning. Although participants learning with the non-gamified method performed significantly better than those using the gamified method, it is another major finding that knowledge gain among participants learning with the game was still significant between pre-, post-, and memory tests, and they reported significantly more fun.
... Chen and Hsu [73] asserted that previous studies have utilized educationally designed serious games to enhance language and content knowledge. This statement was supported by Siti Norliza et al. [8], Azrulhizam et al. [9], and Nazry and Romano [10], who agreed that serious games have been constructed with the specific purpose of achieving learning objectives rather than focusing on entertainment. ...
Article
Full-text available
Conventional learning can be appealing if it incorporates appropriate technological elements. Nevertheless, most teaching aids are unsuitable for students with low cognitive ability. Serious games are some technological mediums that can attract interest and have proven effective. However, education experts do not design all games to meet these students' needs. The recent COVID-19 pandemic has caused teachers to face some difficulties in teaching, as conventional methods were less practical during lockdown. To incorporate games as teaching aids, game designers need a teaching model to help them design appropriate games for students with low cognitive ability. Therefore, this study aimed to validate a serious game model that aligns with brain-based learning (BBL) principles. The design and development method guided the study's conduct. The serious game model was implemented by developing a Mari Membaca (Let Us Read) prototype. This model was validated based on its usability, satisfaction with the BBL strategy, and the model itself. The usability results showed that the developed software has an easy-to-remember, learn, and use interface, a decent content presentation, feedback, an attractive design, and appropriate media integration. The user satisfaction assessment revealed a high level of satisfaction. The final validation ratings for all model components were satisfactory and significant. This study greatly benefits from the serious game model, which implements the BBL strategy and includes a prototype interface design and a consumer assessment instrument.
... A few games were proposed for more advanced learners, such as It's a Deal to learn some English business vocabulary and Alchemy Lab for scientific vocabulary. Participants highlighted some of the potential benefits of using edugames, such as increased motivation and enhanced interaction, which are in line with previous works (Westera, 2019;Chen & Hsu, 2020). ...
Article
Full-text available
The digital gaming industry is experiencing rapid growth and presents significant potential for implementation in educational contexts. Despite a significant body of literature on Digital Game-Based Language Learning (DGBL), the focus has primarily been on students as game players rather than on teacher candidates as future educators. This study aimed to examine the attitudes and knowledge of 205 teacher candidates from Poland (n = 79) and Spain (n = 126) regarding digital games' potential for foreign language learning. Convenience sampling was used, and a mixed-method approach was taken to collect quantitative and qualitative data via pre-post surveys, digital game presentations, and class discussions. Participants undertook various DGBL activities and were grouped into teams to choose games for language learning, create infographics, and share their insights in a collaborative learning environment. Statistical analysis indicated differences in the first-time technology access and gameplay frequency between the Polish and Spanish cohorts. The Wilcoxon-signed rank test revealed a significant difference (p ≤ 0.05) in two of the five scale dimensions: usefulness (U) and preference for digital games (PDG). The findings suggest that while teacher candidates hold a positive view of DGBL's potential, they lack practical knowledge of its implementation in the language classroom.
... Video games can improve learners' attention spans, recall rates, and general vocabulary engagement by fostering a more engaging and immersive learning environment (Sylvén & Sundqvist, 2012). Video games can aid in the consolidation of new vocabulary by incorporating interactive components and providing rapid feedback, which engages learners in an active learning process (Chen & Hsu, 2020).... Regardless of the participants' starting proficiency levels, the non-significant association between the group variable and the pretest scores suggests that the effect of video games on vocabulary acquisition was the same for all of them. According to this research, video games can help language learners of all backgrounds and skill levels acquire a language. ...
Article
This study investigated the impact of video games on vocabulary acquisition among young learners of English as a second language in the Kurdistan region of Iraq-Erbil.The sample consisted of 74 male and female students, aged 12, who were studying English at a public school in the Kurdistan Region. The present study employed a quantitative, quasi-experimental design, where an experimental group received video game-based instruction, while a control group was taught using traditional methods. The results showed that the experimental group experienced an important development in their vocabulary test scores compared to the control group, indicating the effectiveness of video games in enhancing vocabulary acquisition. The study also found that the benefits of video game-based instruction were consistent across participants, regardless of their initial proficiency levels in English and information technology. Furthermore, the study revealed no significant differences in the vocabulary gains between male and female students. The findings suggest that incorporating video games into language learning curricula can be a valuable strategy to support the vocabulary development of young learners in the Kurdistan region. The study provides insights for educators, policymakers, and researchers regarding the integration of technology-based learning approaches in language education.
... Furthermore, serious games have been found to significantly improve vocabulary knowledge in college EFL students due to rich contextual clues and repetitive exposure to target words (H.-J. H. Chen & Hsu, 2020). Thus, integrating gamified vocabulary learning techniques into spinning wheel activities not only enhances students' speaking skills in pronunciation and vocabulary but also promotes engagement and addresses key issues in vocabulary learning (Maya et al., 2022). ...
Article
Full-text available
Game-based learning, incorporating both digital and traditional methods, has been extensively researched over the past decade. The current research aimed to conduct an in-depth investigation into implementation of the Truth or Dare with Spin the Wheel game in Arabic speaking learning. This research employs a qualitative approach, integrating observation and interviews, conducted within a learning environment consisting of 34 students. The results revealed that the implementation of Truth or Dare with Spin the Wheel in Arabic speaking learning involved three stages. First, preparation included setting up the Spin the Wheel application and preparing Truth or Dare questions. Next, the opening stage introduced the learning flow using the game. Then, the core stage had students actively participating by responding to questions or challenges in Arabic, followed by evaluation of their responses in the final stage. The game was considered successful in increasing students' active engagement in speaking Arabic, this is supported by observational data showing a 40% increase in student participation during game sessions compared to regular class activities, with each student taking an average of 3 speaking turns per session with the game versus just 1 turn per session in traditional methods, alongside a 50% rise in peer interactions, a 35% increase in teacher-student interactions, and a notable boost in confidence levels, as evidenced by more students volunteering to participate without hesitation. Future research is recommended to explore the long-term impact of using the Truth or Dare with Spin the Wheel game in Arabic speaking learning.
... As for the research foci (Peterson et al., 2020), studies to-date predominantly focus on the vocabulary learning potential of such games (cf. Chen, Hsu, 2020;Lai, Chen, 2023) as well as affective factors related to them (see also Reinders, Wattana, 2015). Other-and recommendablefoci or research highlights (cf. ...
Article
Full-text available
Serious games have been gaining increasing attention in the field of digital game-based language learning (DGBLL). However, to incorporate serious games into foreign/second language (L2) classrooms, teachers must be prepared with requisite knowledge and skills. To this end, following PRISMA guidelines, this study conducted a systematic review of research on serious digital language learning games with two aims. The main objective of this study was to map out the issues pertaining to serious digital language learning games that are currently being addressed in empirical studies in the DGBLL area. The secondary objective was to leverage the findings to inform the development of a research-based framework of expertise for L2 teachers intending to incorporate serious digital game-based language learning (S-DGBLL) in their classrooms. Fifty articles published until April 2023 were analysed in terms of research methodologies, pedagogical characteristics, game design, and outcomes. The findings have implications for the proposal of an S-DGBLL teacher competence framework.
... DGBL not only fosters intrinsic motivation among learners but also delivers an interactive and immersive experience that traditional teaching methods cannot match. This not only diminishes language anxiety (Chen & Hsu, 2020) but also encourages learners to use English in a nonthreatening environment, deepening their understanding of various aspects of second language acquisition (Supramaniam & Shahirah, 2022). For example, Lee (2023) developed a game town offering diverse multimodal language inputs and in-game tasks for problem-solving. ...
... In contrast, participants can frequently learn words by RM. Reference (Chen & Hsu, 2020) found that repetitive exposure to a target word can enhance the retention of words over fewer occurrences, and students can gain vocabulary knowledge in game environments. Nevertheless, based on the difference in average Levenshtein Distance in each method, the RM only exceeds around 2 words than SG. ...
Article
Full-text available
Rote memory (RM) has become the primary method of learning vocabulary for decades in China. However, RM is tedious, leading to reduced motivation and concentration. In contrast, Educational Video Games (EVGs) are attractive and fun, which could be an alternative to RM. Although most studies have investigated EVGs’ effectiveness, empirical research in China’s classrooms is still scarce. Besides, the combination of EVGs and traditional classrooms is constrained by the school bell, English syllabus, hardware, etc. Consequently, their results cannot be directly applied to China’s environment. Therefore, our research compares the learning performance between RM and our Snake Game (SG) in pronunciation, spelling, and recognition. 30 junior high school students tried to remember 20 words through RM (the control group); after days, they managed to learn an additional 20 words presented through the SG (the experimental group). It was found that (1) the SG outperforms the RM in pronunciation; (2) the SG is as effective as the RM in recognition; and (3) although the RM is slightly better than the SG in spelling, the shortfall can be redeemed by the continued enjoyment and motivation of the SG. In summary, students are satisfied with the effectiveness and enjoyment of the SG.
... The game's goal is to learn to fly, but even people with no interest in piloting an actual plane may enjoy using a flight simulator. In language learning, serious games can be used for many purposes (Chen & Hsu, 2020). ...
Chapter
Full-text available
Language learning through apps and other technologies is gaining popularity with adult learners, driven by recreational and pragmatic motivations. This chapter explores how various technologies promote language learning. To provide effective language instruction, developers must integrate communication and support language use in authentic contexts. Learners must identify tools suited to their needs. Virtual and augmented reality tools provide immersive language experiences. Serious gaming and gamification strategies can bolster motivation, while personalized learning tools, including AI, adapt to individual proficiencies. Social media fosters interaction, and digital certifications help learners to demonstrate and receive recognition for their skills. However, as technology simplifies communication across languages, the need to develop high-level language proficiency becomes less evident. Thus, as technology reshapes communication, its use in language teaching and learning must meet users' changing needs, providing motivating, authentic methods to develop and practice language skills.
... The immersive nature of games allowed students to encounter new vocabulary through dialogues, in-game language settings, and textual content (Miftahuddin & Malihah, 2022). Additionally, the frequency of using online games for vocabulary enrichment indicated their enjoyment and relevance as a learning resource and experience (Chen & Hsu, 2020). ...
Article
Full-text available
Language learning, particularly vocabulary development, is crucial in mastering English as a foreign language. However, teaching vocabulary effectively can be challenging, and traditional methods like memorization may not always be engaging for students. The study aims to explore the impact of using popular online games, such as Mobile Legends, PUBG Mobile, League of Legends, and Minecraft on students' vocabulary mastery. A qualitative research design was employed, involving structured interviews and focus group discussions with eight students from a senior high school in Jakarta. The findings revealed that online games provided an immersive and enjoyable environment for vocabulary enrichment, offering both direct and indirect opportunities to encounter new words and phrases. The study demonstrated that online games could positively influence students' motivation and interest in learning English vocabulary, resulting in improvements in their language skills. It is then suggested that students should practice using English by utilizing online games relevant to the promotion of their English vocabulary mastery.
... Varışoğlu, et al. (2013) defines educational games as activities that provide physical, spiritual, and psychological development, create a sense of fun and pleasure in learners, and promote positive behaviors and habits. Hamari and Koivisto (2015) refer to fun activities designed for specific purposes as educational games, while Chen and Hsu (2020) prefer a general definition, describing games designed for education and training purposes. According to Çakı (2008), since Educational Games (eg) can address more than one development area, it facilitates students' multi-directional development. ...
Article
Full-text available
Research in the literature predominantly focuses on the academic development of students. However, the affective characteristics of students and their ability to work in different ways impact their learning. Therefore, it is crucial to examine the effects of various teaching methods on the development of affective factors. This study aims to investigate the impact of educational game (eg), reading-writing-games (rwg), and reading-writing-application (rwa) methods on students’ attitudes towards science lesson, social skills, and attitudes towards school. A quasi-experimental design with pretest-posttest comparison groups was employed. The research involved 163 5th-grade students from middle school. Data collection utilized science course attitude scale, social skills scale, and attitude scale towards school. Dependent groups t-test and one-way anova were employed for the analysis. The results indicated that eg, rwg, and rwa methods are statistically significant enhancing students’ social skills, attitudes towards science courses, and attitudes towards school. eg, rwg, and rwa methods can be applied to improve the social skills and attitudes of students with low social skills and negative attitudes towards the course or school.
... Much has already been documented in the academic literature about the use of immersive technologies for teaching and learning purposes (Hagge, 2021;Theodoropoulos and Lepouras, 2021;Howard Chen and Hsu, 2020;Barr, 2018). Immersive technologies such as AR can support the flexible nature of blended or hybrid delivery courses due to having a strong adherence to the perceptions of portability, adaptability and assimilation into the learning process and student experience. ...
Article
Full-text available
Purpose The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery. Design/methodology/approach The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19. Findings The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature. Originality/value The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.
... In addition to promoting second language vocabulary acquisition, digital games are useful for increasing second language reading comprehension and game players experience higher levels of motivation, engagement, and are more often involved in active participation during class (Di Zou & Haoran, 2021). Chen and Hsu (2020) observed that digital games offer high intrinsic motivation for learners, encourage positive learning attitudes, have rich textual inputs that require learners to engage in meaningful language use to complete in-game activities and tasks, and the interactive and immersive experiences that games supply can reduce learning anxiety, which increases interaction in the target language. Digital games can be an effective pedagogical tool to supplement instruction and increase student engagement. ...
Book
Full-text available
This eBook was written and compiled by participants in EDUC5103 (Winter 2023 and Spring 2023) at Cape Breton University, Nova Scotia, Canada, to support fellow teachers in their efforts to effectively leverage technology for in-person, online, and blended teaching. The chapters in this eBook provide evidence-based strategies for using technology to enhance instructional design for teaching and learning. Access the full Open-Access eBook at https://pressbooks.pub/idandtech3/
... Some studies using comparisons of experimental and control groups showed positive effects of games on students' learning mathematics, particularly mathematics fluency in grade 1-4 (Fraga-Varela, Vila, & Martínez, 2021), algebra in high school (Umbara, Munir, Susilana, & Puadi, 2021); electrical circuit in elementary science (Noh, Mohamed, & Zin, 2021), light and sound in 5 th grade science (Toprak, Akcay, & Kapici, 2021), and at a college level, foreign language vocabulary and history learning (Chen & Hsu, 2019), and concepts of object-oriented programming (Abbasi Kazi, Kazi, Khowaja, & Baloch, 2021). Along with studies showing positive effects of serious games on learning different domains at different levels, there are studies showing negative effects of them on learning. ...
Article
Full-text available
Etik Not: Araştırma ve yayın etiğine uyulmuştur. Bu çalışma tarama makalesi olduğundan etik onay süreci işletilmemiştir.
... According to Jabbar and Felicia (2015), game-based learning offers interactive and immersive experiences through its game attributes, including motivational elements (e.g., progress, outcomes and rules), interactive elements (e.g., role-play, resources and conflicts), fun elements (e.g., challenges, fantasy, story/narration and characters) and multimedia elements (e.g., graphics and animation). The existing literature has offered evidence showing the positive effects of game-based learning on language learning (e.g., Chen & Hsu, 2020;Soyoof et al., 2021). For example, Chen and Hsu (2020) adopted a serious game called Slave Trade to improve EFL college students' vocabulary. ...
... They achieved positive student responses and improvement in knowledge and motivation. Chen and Hsu (2020) found that commercial off-the-shelf games positively affect aspects of language learning. Saving Lives serious game was used to teach Iranian nursing students healthcare knowledge and English vocabulary . ...
Article
Full-text available
Social network analysis involves delicate and sophisticated mathematical concepts which are abstract and challenging to acquire by traditional methods. Many studies show that female students perform poorly in computer science-related courses compared to male students. To address these issues, this research investigates the impact of employing a web-based interactive programming tool, Jupyter notebooks, on supporting deeper conceptual understanding and, therefore, better attainment levels of the course learning outcomes in a female setting. The work also highlights the overall experience and enjoyment this tool brought to the classroom. Document analysis and questionnaire were used as data collection methods. A mixed approach was applied, mid-term exam documents were investigated qualitatively, and the questionnaire was analyzed quantitatively. Our results showed that most students correctly perceived the learning outcomes and knowledge introduced within the Jupyter environment. Moreover, the interactive nature of Jupyter enhanced engagement and brought enjoyment to the learning experience.
... One of the major trends in English vocabulary acquisition studies focuses on the effect of digital games on vocabulary acquisition (H. J. H. Chen & Hsu, 2020). This study, aiming to determine their effect on English vocabulary learning, is therefore meaningful and necessary. ...
Article
Full-text available
The past several years have been witnessing the fast development of information and communication technology, with which an increasing number of serious games are being designed and developed. Randomly selected participants were divided into the treatment and control cohorts. Two experiments, as well as a semi-structured interview, were administered to both cohorts. It was concluded that: (1) Learning outcomes in gamified English vocabulary learning are significantly better than in non-gamified English vocabulary learning; (2) The motivation in gamified English vocabulary learning is significantly stronger than in non-gamified English vocabulary learning; (3) The satisfaction in gamified English vocabulary learning is significantly higher than in non-gamified English vocabulary learning. Future research could include various serious games with interdisciplinary cooperation to testify the effect of gamification on English vocabulary learning.
... The last type of vocabulary learning approach refers to digital simulation games (Calvo-Ferrer, 2017;Chen & Hsu, 2020;Peterson, 2021;Wang, 2019). It teaches L2 vocabulary in virtual settings and tasks that simulate real-world situations and activities. ...
Article
Full-text available
There is a growing trend of utilizing mobile technology to develop effective contextual vocabulary learning methods based on the situated learning theory (SLT). In spite of substantial research on mobile-assisted vocabulary learning (MAVL), there have been few reviews of MAVL approaches, let alone evaluations of them based on the idea of SLT. To address this research gap, this study evaluated three types of MAVL approaches: (1) mobile message services, (2) vocabulary learning applications, and (3) digital simulation games according to the authenticity principle and characteristics of SLT. The evaluative review included in-depth examinations of two aspects: the extent to which these characteristics are manifested in each approach, and the way in which these characteristics are incorporated into the design of each approach. The result suggests that the MAVL approaches differ significantly, in terms of their authenticity and degree of correspondence to the SLT. This review offers practical implications for the development and improvement of MAVL approaches, as well as important suggestions for future research, all of which are believed to benefit the field of L2 vocabulary acquisition.
Article
Full-text available
This study aims to explore the impact of using educational games on improving students' vocabulary mastery in learning English and Japanese. Using a quantitative and experimental approach, this study involved students who were learning both foreign languages, both at secondary school and college levels. The research sample was selected using a purposive sampling method, and the instruments used included pre-test, post-test, observation, and questionnaire. The results of the analysis showed a significant increase in students' vocabulary mastery after interacting with educational games, with a p value <0.05. In addition, observations showed that students were more active and motivated in learning using educational games compared to conventional methods. The questionnaire revealed that the majority of students felt more confident in using new vocabulary and were more motivated to learn. These findings are in line with previous studies showing that gamification elements in educational games increase student engagement and motivation. However, the effectiveness of educational games can vary depending on the type of game used and the individual learning preferences of students. This study concludes that educational games can be an effective learning tool in improving vocabulary mastery, provided that they are adjusted to students' preferences and learning styles. Further studies are recommended to explore the most influential gamification elements and combine educational games with traditional methods for more optimal results.
Article
Full-text available
Several studies have found that learning English outside of school through Extramural English (EE) activities such as online gaming can enhance students' English language ability. However, not many information exists on whether this so-called extramural English gaming activity has implications on students' pragmatic competence. To answer that, this study aims to explore the effect of extramural gaming activity toward students’ pragmatic competence. The research was done by employing a task called the Multiple-Choice Discourse Completion Task (MCDCT) on 60 second-grade students interested in extramural gaming activity (male = 26, female = 34) in Luwuk, Indonesia. Students were divided into two groups, 30 gamer students and 30 non-gamer students. The students were instructed to answer several real-world communicative situations given in the MCDCT task. The data analyzed using statistical descriptive methods. The results of the study revealed that students who frequently played online games (M=3.523) were slightly better at doing the MCDCT than non-gamer students (M=3.220). Thus, it concluded that extramural gaming activity positively affected students' pragmatic competence.
Article
Purpose This research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools. Design/methodology/approach This inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants’ emotional responses and engagement with the DGVL during the learning process. Findings The results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement (“flow”) to challenge (“frustration”), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments. Originality/value Contribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners’ visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning.
Article
The effectiveness of digital game-based language learning (DGBLL) has been recognized by scholars. With the development of computer technology and multimedia learning environments, computer agents have been widely used in game systems to provide learning guidance or assistance. A computer agent is a virtual character created in a digital learning system to achieve instructional goals. However, in traditional teaching systems, computer agents are designed to perform a single role, such as a teacher or a student. Computer agents with a single interactive logic often lack the functionality required to understand students’ conditions and needs from various perspectives, and cannot adapt for better learning support. Therefore, this study proposed an adaptive role-switching strategy that allows computer agents to adjust their roles and functions according to students' needs in digital games to promote their learning achievement. An adaptive computer agent-based digital game was developed to investigate the impact of this model on English vocabulary learning achievement, motivation, self-efficacy, and English anxiety among EFL (English as Foreign Language) students. A quasi-experiment was designed and 56 middle school students in four classes were recruited. Two classes (n = 30) were arranged to be the experimental group which used an adaptive computer agent-based digital game (adaptive computer agent-based digital game, ACA-DG), while two classes (n = 26) were arranged to be the control group which used the conventional computer agent-based digital game (conventional computer agent-based digital game, CCA-DG). The results showed that students in the experimental group had significantly higher learning achievement and self-efficacy than those in the control group. On the other hand, students in the experimental group had significantly lower English anxiety than those in the control group. There was no significant difference between the two groups regarding learning motivation.
Article
Full-text available
This study investigates the effectiveness of interactive platforms to facilitate the teaching and learning process focused on a high school student with autism spectrum disorder (ASD). The research process involved a qualitative methodology. Before starting, detailed assessments were conducted to understand the student's prior knowledge of language skills, cognitive skills, and areas for improvement. During implementation, several interactive platforms were used to address challenges associated with ASD, such as sensitivities and difficulties in social communication. These platforms include visual aids, interactive activities, and personalized learning programs to drive engagement and understanding. Data collection methods include observation, teacher interviews, and assessments of language recognition using qualitative measures. After implementation, the student showed progress in EFL skills, developed grammatical accuracy and speaking skills thus creating a learning environment that encouraged peer interaction and socialization. It is suggested that future research can focus on evaluating the lasting impact of these technological tools and improving the design of platforms for a better teaching-learning process for students with ASD.
Article
Full-text available
The present study investigates the effectiveness of digital instructional games (DGBL) on alphabet signs (AS) and Word Learning (WL) in Persian to non-Persian-speaking children. The quasi-experimental method with a pretest-posttest design was applied to the study. Fifty-nine participants were randomly chosen from 400 students in Kalat-e Naderi, Iran. The participants were randomly divided into experimental and control groups. Descriptive and inferential (e.g., covariance) statistics were used to analyze the data. The findings revealed that DGBL significantly enhances AS and WL in Persian to non-Persian-speaking children. It is concluded that instructing AS and WL using the DGBL can improve the learners' performance in Persian learning. This conclusion may have pedagogical implications for language education programs, language instructors, and curriculum designers in academic settings.
Article
A small number of studies have explored the effects of digital gaming on second/foreign language (L2) pragmatic competence. However, the effectiveness of massively multiplayer online role-playing games (MMORPGs) germane to L2 pragmatic development remains unclear because most game-mediated pragmatics studies have focused on educational games. Adopting the interactionist approach, this pretest-immediate-posttest-delayed-posttest study investigated the influence of an MMORPG on L2 learners’ pragmatic competence in compliment responses. Specifically, 105 English-as-a-foreign-language learners from a university in China interacted with L1-English-speaking players in World of Warcraft for four weeks. Unlike most studies that have conducted discourse completion tasks for data collection, compliment responses were gathered through computer-mediated communication with L1-English-speaking interlocutors on WeChat. Results showed that the learners tended to deny compliments on the pretest, whereas they preferred to accept praise on the immediate and delayed posttests. Implications for language policy-making and teaching are discussed regarding the usefulness of MMORPGs for learners who are not immersed in the environment of the target language or have few opportunities to go abroad to experience various social contexts in an L2.
Article
The phenomenon of mobile legend is quite widespread among tertiary students,because all of this game this game is using English, unique, and everyone interested to play this game. . The purpose of this research was to investigate students' perceptions of mobile legends on vocabulary. A qualitative research method with thematic analysis was applied in this research and the subjects of this research were four students of the Universitas Muslim Nusantara Al-Washliyah. Coming to different departments namely; 2 English students with higher experience in learning English, and 2 non English students with less experience in learning English. Based on the result of interview, there were four themes found, namely; Curiosity,Interaction,Obstacle,Confidence, it is implied that all of the EFL students’ have the same level in the curiosity and confidence theme, therefore all of the EFL students’ had the different level in interaction and obstacle. It turned out that the educational background had an impact on this research.
Article
Full-text available
This study aimed to reveal the use of word-chain games as a strategy in teaching Arabic spaking skill (maharah al-kalam) . This study used a qualitative approach where data were collected through observation, interviews, and documentation studies. The qualitative analysis methodologies of Miles and Huberman were used for this study. Qualitative analysis consists of three steps after data collection: data condensation, data presentation, and conclusion drawing or verification. Based on the results, maharah al-kalam learning using word chain games has an impact on the quality of the process, as evidenced by increased results. Students become more active, and their motivation increases. Improving the quality of the learning process is evidenced by the active participation of students in responding to teacher statements as well as their enthusiasm in perfecting sentences spoken by other groups. Learning outcomes are getting better, but fluency and memorization of vocabulary cannot be improved using the word chain game. According to observers and practitioners of Arabic language education, word chains have an impact on teaching speaking skills; therefore, it is important to explain their use in Ilamic Junior High School (Madrasah Tsanawiyah).
Article
Full-text available
The game-mediated second and foreign language (GML2) field investigates how games can be used in facilitating L2 teaching and learning. This review explores how researchers define and differentiate among GML2 practices. A total of 51 publications from 2010 to 2021 were analyzed, revealing that only 40% of the publications defined GML2 practices, with the majority focused on the use of educational games. A key recommendation is that scholars clearly define specific types of GML2 practices in their empirical and conceptual work to build a more coherent body of scholarship.
Article
Full-text available
Picture media is one of the educational media that aims to trigger and stimulate the right brain so that the child can receive the information. This community service aims to provide information about learning models that can be used in English learning activities, which aims to make learning more interesting, attractive, creative, and fun. In addition, the purpose of implementing this community service is to train students’ skills, so that they can think critically and to be active in learning English in the class by using picture media. In this community service activity, the servant teaches by using two learning methods, namely the lectures method and the practical method. The results of this activity shows that the students seem more enthusiastic and active during the learning process. Then, their motivation and enthusiasm also arise from the studens themselves to learn English vocabulary.
Article
Full-text available
IMPLEMENTING PICTURE MEDIA TO IMPROVE THE STUDENTS’ VOCABULARY AFTER THE COVID-19 PANDEMIC. After the Covid-19 pandemic, teachers and students have taken an opportunity to learn English more, especially vocabularies. Unfortunately, almost all of students were still confused and bored with their vocabulary learning; as a result that the students had low vocabularies. Additionally, teachers still used the conventional strategy to teach the vocabularies to their students, such as asking the students to memorize vocabulary in front of the class. Dealing with the issues, the writers have designed some methods, techniques, and strategies to improve the students’ vocabularies. The writers implemented picture media and asked the students to guess the picture using “What is it?”, almost all of students were enthusiastic to answer and write down the vocabulary in blackboard. The teaching-learning process has described that the students were involved in English class. On the other hand, the students also felt easier to know things in English, and the teacher also got new methods, techniques, and strategies in increasing students’ vocabulary through picture media implementation. Therefore, the teacher was suggested to implement some media to improve the students’ interest and motivation when they learn English vocabulary.
Article
Full-text available
Out-of-class learning with technology comprises an essential context of second language development. Understanding the nature of out-of-class language learning with technology is the initial step towards safeguarding its quality. This study examined the types of learning experiences that language learners engaged in outside the classroom and the influencing factors. Three distinct types of technological experiences, with different incentives and different emotional and behavioral manifestations, were identified based on the interview responses of 21 university foreign language learners. Structural equation modeling analysis of 439 survey responses indicated that the three types of technological experiences were influenced differently by various attitudinal and support factors. Instruction-oriented technological experiences were influenced the most by learners’ perception of the usefulness of the technological experience for language learning, and entertainment- and information-oriented technological experiences were the only technological experiences that were influenced directly by perceived ease of the technological experience for language learning. Social-oriented technological experiences were influenced by myriad factors. Furthermore, it was found that the influencing factors for these experiences varied for learners with beginning and with intermediate proficiency levels. The findings underscore the importance of adopting differentiated approaches to supporting different types of technological experiences.
Article
Full-text available
Serious games are growing rapidly as a gaming industry as well as a field of academic research. There are many surveys in the field of digital serious games; however, most surveys are specific to a particular area such as education or health. So far, there has been little work done to survey digital serious games in general, which is the main goal of this paper. Hence, we discuss relevant work on serious games in different application areas including education, well-being, advertisement, cultural heritage, interpersonal communication, and health care. We also propose a taxonomy for digital serious games, and we suggest a classification of reviewed serious games applications from the literature against the defined taxonomy. Finally, the paper provides guidelines, drawn from the literature, for the design and development of successful serious games, as well as discussing research perspectives in this domain.
Article
Full-text available
Continuing interest in digital games indicated that it would be useful to update Connolly et al.'s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.'s multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective, behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning.
Article
Full-text available
Drawing on ecological and dialogical perspectives on language and cognition, this exploratory case study examines how vocabulary learning occurs during a quest-play mediated in English between a Japanese undergraduate student and a native speaker of English. Understanding embodiment as coaction between the player-avatar and player–player relations (Zheng and Newgarden 2012; Zheng et al. 2012), as situative embodiment in a perceptually and narratively rich context (Barab et al. in Sci Educ 91:750–782, 2007), and as a dialogical achievement (Zheng and Newgarden 2012; Zheng et al. 2012), this research provides an alternative explanation of how players embodied in their avatars appropriated semiotic resources imbued in World of Warcraft (WOW). Two hours of co-quest play provided instances of vocabulary learning unique to the WOW environment and co-play. Through iterative multimodal analysis, vocabulary learning became salient as we analyzed both chat and avatar action data and provided a thick description and dynamic process of co-play. Using the eco-dialogical model, we display how language learning as appropriation of resources and as result of eco-dialogical embodiment. © 2015, Association for Educational Communications and Technology.
Article
Full-text available
Multiuser virtual environments (MUVEs) are quickly gaining importance as tools for for-eign language instruction by promoting collaboration and social presence in a lifelike 3-D environment. One of the largest and fastest growing of these MUVEs is Linden Lab's Second Life (SL). With an international membership of over 9,000,000 residents, SL is proving to be an important tool for foreign language education. This article provides an introduction to SL and examines some of the advantages and disadvantages of its use as an instructional tool for foreign language students and educators.
Article
Full-text available
Prior research has reported incidental vocabulary acquisition with complete beginners in a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remain about whether acquisition occurs with fewer exposures to FL words in a multimodal situation and whether there is a repeated exposure effect. Here we report a study where the number of exposures to FL words in an incidental learning phase varied between 2, 4, 6, and 8 exposures. Following the incidental learning phase, participants completed an explicit learning task where they learned to recognize written translation equivalents of auditory FL word forms, half of which had occurred in the incidental learning phase. The results showed that participants performed better on the words they had previously been exposed to, and that this incidental learning effect occurred from as little as 2 exposures to the multimodal stimuli. In addition, repeated exposure to the stimuli was found to have a larger impact on learning during the first few exposures and decrease thereafter, suggesting that the effects of repeated exposure on vocabulary acquisition are not necessarily constant.
Article
Full-text available
This exploratory study investigates the linguistic and social interaction of four intermediate EFL learners during game play in a massively multiplayer online role playing game (MMORPG). Twelve illustrative episodes drawn from the participants’ text chat, collected in four 70-minute sessions held over a one-month period, are analyzed from a sociocultural perspective. Qualitative analysis reveals the presence of interactional features associated with the development of sociocultural competence. Throughout this study the learners successfully engaged in collaborative social interaction involving dialogue, conducted exclusively in the target language. Participants made appropriate use of politeness involving greetings, informal language, small talk, humor, and leave-takings, as a means to support the operation of collaborative interpersonal relationships. These relationships appeared based on reciprocity, friendship, and teamwork. They were effective in facilitating the creation of a low stress atmosphere characterized by social cohesion that was conducive to co-construction, and the consistent production of coherent target language output. The data indicates that the learners were able to jointly establish, and maintain, states of intersubjectivity through the use of continuers, and requests for assistance relevant to in-game tasks. Learner feedback was positive, and suggests that although the participants found the game play challenging, as this research progressed they became increasingly comfortable as their familiarity with the game increased. Aspects of participation identified by the learners as beneficial included opportunities for risk-taking, enhanced fluency practice, and exposure to vocabulary not normally encountered in regular language classes. The analysis suggests that the game provided access to an environment conducive to forms of collaborative target language use and social interaction identified as beneficial in the sociocultural account of language development.
Article
Full-text available
Didactic approaches to Relationships and Sex Education (RSE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions. This paper presents the development approach of a digital game: PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships), designed by a cross-disciplinary team of UK researchers from Coventry University's Studies in Adolescent Sexual Health (SASH) research group and the Serious Games Institute (SGI). Psychological targets for game content were identified through Intervention Mapping (IM) and the game design process was based on the Four-Dimensional Framework of Learning (4DF) emphasizing the context of deployment, learner profiling and the pedagogical perspective that influence the mode of representation of the learning content. Early efficacy testing of the game solution was validated through a cluster-randomized controlled trial in local schools (n = 505) indicated some positive outcomes in favour of the game-based approach, based on self-reported measures of psycho-social preparedness for avoiding coercion (F [3, 501] = 15.306, p < .001, View the MathML source = 0.084). Analysis of observation data suggests that blending this interactive game-based approach with traditional classroom delivery encouraged the teachers and students to engage in communal discussions and debriefing during and after game play. Together, the results demonstrated real benefits for pedagogy-driven game-based approaches to support the delivery of RSE within a classroom setting.
Article
Full-text available
This article asks how good video and computer game designers manage to get new players to learn long, complex and difficult games. The short answer is that designers of good games have hit on excellent methods for getting people to learn and to enjoy learning. The longer answer is more complex. Integral to this answer are the good principles of learning built into successful games. The author discusses 13 such principles under the headings of ‘Empowered Learners’, ‘Problem Solving’ and ‘Understanding’ and concludes that the main impediment to implementing these principles in formal education is cost. This, however, is not only (or even so much) monetary cost. It is, importantly, the cost of changing minds about how and where learning is done and of changing one of our most profoundly change-resistant institutions: the school.
Article
Full-text available
This study examined the rate at which vocabulary was learned from reading the 400 headword graded reader A Little Princess. To ascertain whether words of different frequency of occurrence rates were more likely to be learned and retained or forgotten, 25 words within five bands of differing frequency of occurrence (15 to 18 times to those appearing only once) were selected. The spelling of each word was changed to ensure that each test item was unknown to the 15 intermediate level (or above) female Japanese subjects. Three tests (word-form recognition, prompted meaning recognition and unprompted meaning recognition) were administered immediately after reading, after one week and after a three month delay. The results show that words can be learned incidentally but that most of the words were not learned. More frequent words were more likely to be learned and were more resistant to decay. The data suggest that, on average, the meaning of only one of the 25 items will be remembered after three months, and the meaning of none of the items that were met fewer than eight times will be remembered three months later. The data thus suggest that very little new vocabulary is retained from reading one graded reader, and that a massive amount of graded reading is needed to build new vocabulary. It is suggested that the benefits of reading a graded reader should not only be assessed by researching vocabulary gains and retention, but by looking at how graded readers help develop and enrich already known vocabulary.
Article
Full-text available
We investigated how long-term retention of new words was affected by task type, number of word occurrences in the teaching materials and the combination of the two factors. The tasks were: reading a text with occasional Focus on Form when learners used dictionaries (T+F), or reading a text with Focus on Forms, i.e. word focused exercises (T+Fs). The words occurred 2—3, 4—5, and 6—7 times. Consequently, there were six conditions that reflected the 2 × 3 ‘task × occurrence’ combinations. Learners were exposed to 60 target words, 10 words in each condition during a 13-week course of study, and were subsequently tested on them by two unannounced tests: passive recall and passive recognition. An increase in word occurrence was found to have an effect on retention in T+Fs only. Starting with 4 occurrences, T+Fs fared better than T+F. Task type effect was superior to the effect of word occurrence in recall only (2 word exercises fared better than 6—7 occurrences in text). The value of word-focused practice was also confirmed by learners’ responses to an introspective questionnaire.
Article
Full-text available
A number of studies have shown that second language learners acquire vocabulary through reading, but only relatively small amounts. However, most of these studies used only short texts, measured only the acquisition of meaning, and did not credit partial learning of words. This case study of a learner of French explores whether an extensive reading program can enhance lexical knowledge. The study assessed a relatively large number of words (133), and examined whether one month of extensive reading enhanced knowledge of these target words' spelling, meaning, and grammatical characteristics. The measurement procedure was a one-on-one interview that allowed a very good indication of whether learning occurred. The study also explores how vocabulary acquisition varies according to how often words are encountered in the texts. The results showed that knowledge of 65% of the target words was enhanced in some way, for a pickup rate of about 1 of every 1.5 words tested. Spelling was strongly enhanced, even from a small number of exposures. Meaning and grammatical knowledge were also enhanced, but not to the same extent. Overall, the study indicates that more vocabulary acquisition is possible from extensive reading than previous studies have suggested.
Article
Full-text available
This study investigated the effects of playing violent vs non-violent video games on the interpretation of ambiguous provocation situations. The participants played either a very violent video game or a relatively non-violent video game for several minutes. Children were then read five stories in which a same-sex peer caused a clearly negative event to happen but where the peer's intent was ambiguous. After each story, children were asked a series of questions about the peer's intent, subsequent actions and potential punishment. Responses were coded in terms of amount of negative and violent content. Results indicated that children playing the violent video game responded more negatively on three of the six ambiguous provocation story questions than children playing the non-violent video game. These data suggest that playing violent video games leads to the development of a hostile attribution bias.
Article
Full-text available
This article describes the development and evaluation of a computer-assisted language learning approach which integrates a finite state dialogue engine with an animated pedagogical agent. The design of the request game is theoretically motivated by interlanguage pragmatics and Long's Interaction Hypothesis. The tutoring system creates a venue in which a student can practice pragmatic routines and particular pragmatic features in simulated academic situations. The system was programmed to recognize students' written messages so that they can receive immediate and relevant feedback on their output. To test the usability of the system, a prototype of the request game has been tested with English learners in an English as a second language program in the US. The article concludes with the preliminary evaluation results of the system.
Article
Full-text available
First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.
Article
Full-text available
Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students' prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students' performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students' short and long-term knowledge retention.
Article
Full-text available
This article investigates contemporary research on the use of massively multiplayer online role-playing games (MMORPGs) in language education. The development and key features of these games are explored. This is followed by an examination of the theories proposed as a basis for game-based learning, and the claims made regarding the value of utilizing network-based gaming in computer assisted language learning (CALL). A critical analysis of three influential learner-based studies drawn from the literature is then undertaken. This reveals that present research is largely exploratory in nature and is subject to limitations. The analysis draws attention to the role played by learner training and indicates that for intermediate and advanced level English language learners, MMORPGs offer a motivating context that elicits engagement in beneficial forms of target language interaction. Research further suggests that learner participation in network-based gaming provides valuable opportunities for vocabulary acquisition and the development of communicative competence. This article concludes by highlighting the urgent need for additional studies and identifies areas with potential in future research.
Article
Full-text available
Research has been investigating the role of reading, as one source of input, in language learners' vocabulary development. The present study was designed to examine whether intermediate learners incidentally (a) acquire and (b) retain unknown vocabulary as a result of reading. The study further assessed (c) the effect of the text variable of exposure frequency. Learners were exposed to unfamiliar words either two, four, or six times during reading. Vocabulary acquisition and retention measured productive and receptive knowledge gain. Results indicated that only two encounters with unfamiliar words during reading significantly affected learners' vocabulary growth. Moreover, two or four exposure frequencies resulted in fairly similar word gain, but six exposures produced significantly more vocabulary knowledge. Retention measures showed mixed results: On productive vocabulary knowledge only half of the subjects displayed a significant rate of retention. On receptive knowledge all but one experimental group retained vocabulary over 4 weeks.
Article
Full-text available
Video games have become increasingly more popular and more technologically advanced. This one-month study used interview, observation, self-report, and reading and listening test data to demonstrate and investigate how one intermediate Japanese-as-a-foreign-language (JFL) student improved his listening comprehension and kanji character recognition by playing a Japanese baseball video game. It is suggested that language acquisition was facilitated by the subject's ability to control the video game's repetitive, highly contextualized, and simultaneously presented aural and textual language. Limitations of the study and implications for the foreign language teacher are briefly discussed.
Conference Paper
Full-text available
Modern computer games show potential not just for engaging and entertaining users, but also in promoting learning. Game designers employ a range of techniques to promote long-term user engagement and motivation. These techniques are increasingly being employed in so-called serious games, games that have non- entertainment purposes such as education or training. Although such games share the goal of AIED of promoting deep learner engagement with subject matter, the techniques employed are very different. Can AIED technologies complement and enhance serious game design techniques, or does good serious game design render AIED techniques superfluous? This paper explores these questions in the context of the Tactical Language Training System (TLTS), a program that supports rapid acquisition of foreign language and cultural skills. The TLTS combines game design principles and game development tools with learner modelling, pedagogical agents, and pedagogical dramas. Learners carry out missions in a simulated game world, interacting with non-player characters. A virtual aide assists the learners if they run into difficulties, and gives performance feedback in the context of preparatory exercises. Artificial intelligence plays a key role in controlling the behaviour of the non-player characters in the game; intelligent tutoring provides supplementary scaffolding.
Conference Paper
Full-text available
The Tactical Language and Culture Training System (TLCTS) helps learners acquire basic communicative skills in foreign languages and cultures. Learners acquire communication skills through a combination of interactive lessons and serious games. Artificial intelligence plays multiple roles in this learning environment: to process the learner's speech, to interpret and evaluate learner actions, to control the response of non-player characters, to generate hints, and to assess the trainee's mastery of the skills. AI is also used in the authoring process to assist in the generation and validation of lesson content. This article gives an overview of the system, and describes the experience to date in transitioning the system from research prototype into a training system that is in regular use by tens of thousands of users in the United States and elsewhere. Experimental results from field studies are presented, relating learning outcomes, motivational effects, and the role of game-based learning and intelligent tutoring in achieving the learning outcomes.
Article
Full-text available
Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.
Article
Full-text available
Video games are potential sources of second language input; however, the medium’s fundamental characteristic, interactivity, has not been thoroughly examined in terms of its effect on learning outcomes. This experimental study investigated to what degree, if at all, video game interactivity would help or hinder the noticing and recall of second language vocabulary. Eighty randomly-selected Japanese university undergraduates were paired based on similar English language and game proficiencies. One subject played an English-language music video game for 20 minutes while the paired subject watched the game simultaneously on another monitor. Following gameplay, a vocabulary recall test, a cognitive load measure, an experience questionnaire, and a two-week delayed vocabulary recall test were administered. Results were analyzed using paired samples t-tests and various analyses of variance. Both the players and the watchers of the video game recalled vocabulary from the game, but the players recalled significantly less vocabulary than the watchers. This seems to be a result of the extraneous cognitive load induced by the interactivity of the game; the players perceived the game and its language to be significantly more difficult than the watchers did. Players also reported difficulty simultaneously attending to gameplay and vocabulary. Both players and watchers forgot significant amounts of vocabulary over the course of the study. We relate these findings to theories and studies of vocabulary acquisition and video game-based language learning, and then suggest implications for language teaching and learning with interactive multimedia.
Article
Full-text available
The paper makes an attempt to stimulate theoretical thinking and empirical research in the domain of L2 vocabulary learning by introducing a construct of involvement with motivational and cognitive dimensions: Need, Search, and Evaluation. Retention of hitherto unfamiliar words is claimed to be conditional upon the amount of involvement while processing these words. Involvement is operationalised by tasks designed to vary in the degree of need, search, and evaluation. The paper reviews a number of constructs that are currently debated and investigated in the literature on cognitive and motivational aspects of L2 learning. It also re-examines the existing empirical literature on task effect in the light of the proposed construct of task-induced involvement, stresses the need for deepening and broadening the construct, and discusses possibilities it offers for research on vocabulary learning.
Article
Full-text available
As often as language teachers lecture about the importance of continual practice to adolescent learners, the dullness of homework exercises designed primarily to be educational has difficulty competing with popular media designed solely to be entertaining. Recently, numerous attempts have been made to develop "edutainment" titles that seek to merge educational goals with entertainment content; oftentimes, however, they fail to achieve either goal and fall instead into niche markets. Rather than seeing entertainment-focused media forms as adversarial to educational content, educators should instead embrace them. This commentary examines how content originally designed for entertainment purposes can be modified to provide natural and context rich language learning environments, without sacrificing its entertainment value. First, I examine a modification to the number one selling video game The Simsthat intelligently combines game data from the English edition with data from editions of other languages to form a bilingual gaming environment. This exposes learners to abundant L2 vocabulary, yet still provides enough L1 support not to detract from the game. This principle is then extended to other applications such as music videos, typing tutors, and voice-navigated games. Finally, areas of otherwise wasted time are identified, such as waiting for Web pages to load or walking to class, with suggestions of how technology can facilitate language learning during these times.
Article
This paper describes a narrative-based design framework that organizes three narrative elements (i.e., storyline, character, and quest) to support a contextual game-based environment for language learning. Using this design framework, a PlanetAdventure system was developed to examine its feasibility and its effects on student language learning. A case study with 61 college students who used the game-based system to learn English vocabulary words was conducted. The findings revealed that their learning achievement was enhanced after using the system. The majority of the students favored the game-based learning experience. Based on these data and behavior logs, the students can be sorted into three clusters with different learning patterns. The findings and implications of developing contextual game-based learning environments are also discussed. © International Forum of Educational Technology & Society (IFETS).
Chapter
Educational research has long emphasized the connection between play, games, and learning. Piaget (1961) classified games into three types: games that involve physical exercise, symbolic games where the player uses their imagination, and games where the play is governed by the operation of rules. For Piaget, the particular form of play that occurs in rule-bound games is associated with the socialization that facilitates human learning. From this perspective, play is primarily associated with children and is first undertaken purely for pleasure. However, when the child begins to participate in more organized rule-governed forms of play that require adult-like socialization, cognitive development may be facilitated. The emergence and spread of video games in the 1980s led researchers to speculate that features of computer games could facilitate learning. In an example of this early work, the computer game studies theorist Crawford (1984) proposed that computer games encompass four key qualities: representation (meaning that games encompass a closed system that presents a subset of reality), interaction (the effects caused by gameplay), conflict, and safety. This researcher argued that these elements combine in a computer game to elicit a highly engaging form of play and that a major motivation of participation in computer gaming is to learn. This period further witnessed the initiation of research that examined from the perspective of cognitive science, the possible linkages between participation in computer gaming and human learning.
Article
According to different authors, computer games not only teach contents and skills, but also do so in a more efficient manner, allowing long-lasting learning. However, there is still little consensus on this matter as different studies put their educational benefits into question, especially when used without instructional support. An empirical study was conducted to measure the effect of the educational game The Conference Interpreter on L2 vocabulary acquisition and perceived learning gains, as compared with a non-gaming tool which replicated its contents. The results of pre-, post- and delayed tests showed that students that had access to the contents via the video game performed statistically better in the short run, found the materials more appealing and believed their vocabulary skills had developed further than those in the control group. However, the regression model showed that the actual enjoyment of the game seemed to have no effect on the students' learning outcomes, neither according to their own estimation nor as determined by testing. Of greater importance seemed to be extrinsic motivation, ie, their desire to play based upon expected learning gains, prior knowledge of tested L2 vocabulary and perceived difficulty of the educational contents.
Article
Research results over the past decades have consistently demonstrated that a key reason why many second language learners fail--while some learners do better with less effort--lies in various learner attributes such as personality traits, motivation, or language aptitude. In psychology, these attributes have traditionally been called "individual differences." The scope of individual learner differences is broad--ranging from creativity to learner styles and anxiety--yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now.
Article
School children appear to increase their vocabularies by thousands of words per year. Many have hypothesized that a large proportion of this growth occurs through incidental learning from written context. However, experimental research has until now failed to provide unequivocal support of this hypothesis. The present study attempted to determine whether students do acquire measurable knowledge about unfamiliar words while reading natural text. Fifty-seven eighth-grade students of average and above average reading ability read either an expository or a narrative text about 1,000 words in length. After reading, subjects completed two vocabulary assessment tasks on 15 target words from each passage (thus serving as controls for the passage not read), an individual interview and a multiple-choice test, both designed to tap partial knowledge of word meanings. Results of within-subject, hierarchical regression analyses showed small but statistically reliable gains in word knowledge from context. Tentative extrapolations from the results and current estimates of the volume of children's reading lead us to believe that incidental learning from context accounts for a substantial proportion of the vocabulary growth that occurs during the school years. /// [French] Les écoliers semblent augmenter leur vocabulaire de milliers de mots par an. Nombreux sont ceux qui ont pour hypothèse qu'une large proportion de cette croissance intervient grâce à une acquisition accidentelle à partir d'un contexte écrit. Cependant, la recherche expérimentale n'a pas pu jusqu'à présent fournir un soutient univoque à cette hypothèse. L'étude présente essaie de déterminer si les élèves acquièrent en fait des connaissances mesurables sur les mots qui ne leur sont pas familiers au cours de la lecture de textes naturels. Cinquantesept élèves de quatrième à compétence de lecture moyenne et au-dessus de la moyenne ont lu un texte d'exposition ou de narration d'environ 1000 mots. Après la lecture, les sujets ont complété deux tâches d'évaluation de vocabulaire sur 15 mots cibles à partir de chaque passage (servant ainsi de contrôles pour le passage non lu), un entretien individuel et un test à choix multipes, désignés à aborder la connaissance partielle des significations de mots. Les résultats des analyses de régression hiérarchique de sujet unique ont montré des gains moindres mais statistiquement sûrs en connaissance de mots à partir d'un contexte. Des extrapolations d'essai à partir des résultats et des calculs courants du volume de lecture chez les enfants nous ont menés à croire que la lecture accidentelle à partir d'un contexte compte pour une proportion substantielle de la croissance du vocabulaire qui a lieu au cours des années scolaires. /// [Spanish] Al parecer, alumnos incrementan su vocabulario con miles de palabras cada año. Muchos han avanzado la hipótesis que una gran proporción de este incremento ocurre por medio de aprendizaje incidental del contexto escrito. No obstante, investigación experimental no ha provisto evidencia irrefutable para esta hipótesis. Este estudio trató de determinar si los alumnos adquieren conocimiento medible de palabras desconocidas durante la lectura de textos normales. Cincuenta y siete alumnos de octavo grado, de habilidad normal y superior en lectura, leyeron un texto descriptivo o narrativo, de approximadamente 1000 palabras. Después de la lectura, los alumnos completaron 2 actividades de evaluación de vocabulario sobre 15 palabras específicas de cada pasaje (sirviendo así como control de los pasajes no leídos), una entrevista individual y un test de elección múltiple, ambos diseñados para descubrir conocimiento parcial de significado de palabras. Los resultados por individuo, utilizando análisis de jerarquía de regresión, mostraron pequeño pero estadísticamente fiable progreso en el conocimiento de palabras por medio de contexto. Extrapolaciones tentativas de los resultados y cálculos presentes del volumen de lectura de alumnos, nos llevan a deducir que aprendizaje incidental del contexto da cuenta de una proporción considerable del incremento de vocabulario que ocurre durante los años escolares.
Article
What are the affordances of online gaming environments for second language learning and socialization? To answer this question, this qualitative study examines two college-age Spanish learners’ experiences participating in the Spanish language version of the massively multi-player online game World of Warcraft. Using data culled from participant observation, interviews, logs of in-game chat, and student journal entries, we describe how the design of the game, cultural norms for its use, and participants’ own abilities interact to afford distinct opportunities for language learning for these two students. Discussion focuses on how online games might be used for language teaching and learning in ways that take full advantage of the medium's affordances for both experienced and inexperienced players.
Article
Several researchers have highlighted the potential of applying adventure video games in second language acquisition; however, few studies have investigated the impact of adventure games on foreign language learning. This study aimed to examine the effects of a commercial adventure video game on foreign language learning and learners’ perceptions toward this game. Twenty-two college students in Taiwan were asked to play an English adventure game BONE. One group was allowed to take notes while playing and the other group was not. After playing, both groups were asked to take a vocabulary post-test. The results indicated that both groups picked up some new words after playing the adventure game, but there was no significant difference between the two groups’ post-gaming performances. To better understand the strengths and weaknesses of using adventure games for foreign language learning, another study was conducted to explore 35 college students’ perceptions toward this adventure game. The results showed that students considered the game helpful in improving their language skills and motivation. Students also reported they enjoyed playing the game because of the intriguing game design. The findings in this study suggest that adventure video games such as BONE can provide useful input to help college students enhance their English listening, reading, vocabulary skills and learning motivation.
Article
This article reports on an explorative case study which, in the first place, aimed to ascertain different types of foreign language play in online role-playing in Second Life, and which, secondly aimed to describe how various sources of contextual support can explain this foreign language play. Students’ written conversation was analyzed and further discussed in six vignettes based on a revised framework of form-based, semantic, and pragmatic play. This study discovered that students' collaborative and competitive role-playing creates and transforms languages and activities, such as puzzle solving, verbal dueling, word games, and ritual performances. As a pedagogic device, online role-playing games appear to facilitate foreign language play through appropriate use of environmental resources, virtual characters, hybrid codes, and collaborative activities.
Article
This case study tests a mathematical model for its ability to predict second language vocabulary gains achieved through reading. To overcome the problem of small word gains noted in earlier studies of incidental acquisition, the participant (an adult learner of Dutch) read a lengthy text and was tested on hundreds of words. To maximize opportunities for learning from context, an illustrated text (a 'Lucky Luke' comic book) was chosen for the reading treatment. Before reading the text and again after each of eight readings, the participant used a rating scale to assess his knowledge of words that occurred only once in the text. Growth rates established in one round of learning (a matrix) were used to predict growth in subsequent rounds. The participant's gains were found to match closely figures generated by the predictive matrix. As in previous studies, nouns proved to be the easiest to learn. Results also detail the need for multiple encounters in order for a word to be retained.
Article
Although positive effects of children playing video games have been found, recent research suggests that exposure to violent video games may lead to an increase in aggressive behavior. This study investigated the effects of playing violent versus nonviolent video games on the interpretation of ambiguous provocation situations. Participants were 52 third- and fourth-grade children. Children played with either a very violent video game, "Mortal Kombat II," or a relatively nonviolent video game, "NBA Jam: TE," for 13 minutes. Following the video game play, children were read five stories in which a same-sex peer caused a clearly negative event to happen but the intent of the peer causing this negative event was ambiguous. After each story, children were asked a series of questions about the peer's intent, subsequent actions, and whether the peer should be punished and how much. Responses were coded in terms of amount of negative and violent content. Results indicated that children playing the violent video game responded more negatively on three of the six ambiguous provocation story questions than children playing the nonviolent video game. These data suggest that playing violent video games leads to the development of a short-term hostile attribution bias. (Author/HTH)
Article
With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning. However, simulation games designed for L2 learners are in short supply. As an alternative, could games designed for the mass-market be enhanced with support materials to allow students to enter and make use of them for learning? This classroom-based investigation looked into whether the best selling game The SIMs™ could be rendered pedagogically beneficial to university-level ESL learners by means of supplementary materials designed to meet criteria for CALL task appropriateness. The mixed-methods study found statistically significant improvements in vocabulary knowledge, as well as a generally positive reaction to the modifications among users.
Article
This article is based on a PhD thesis that investigates how electronic glossing can support active vocabulary learning in English for Academic Purposes (EAP). Electronic glossing is generally acknowledged as contributing to vocabulary learning. Electronic glosses have been investigated in recent years in the areas of incidental vocabulary acquisition and reading comprehension. Despite a considerable number of studies showing the positive effects of electronic glosses on reading comprehension and vocabulary learning, only a few studies have attempted to look into learner attitudes toward this means of vocabulary learning and how electronic glosses support vocabulary acquisition.The aim of this paper is to investigate three questions: When do learners use electronic glosses? How do they use electronic glosses? What attitudes do learners have towards electronic glossing as a means of vocabulary learning? The motivation of the study was the need to design materials for a course in EAP for students of economics. To provide students with appropriate input custom-made exercises were created. These consisted of authentic texts that were annotated with ready-made electronic glosses and included an accompanying reading task. A longitudinal qualitative study with upper-intermediate and advanced learners (levels B2 and C1 according to the Common European Framework of Reference for Languages) in an authentic EAP class was conducted with electronically glossed reading tasks. The study reported here took place in an authentic EAP classroom over a period of four consecutive academic terms. The main research instruments were screen observations during class periods, Likert scale questionnaires and semi-structured interviews on the basis of the questionnaires, conducted after the end of each term.The main result of this study is that electronic glosses are acknowledged as useful and appropriate by learners. Learners are particularly motivated to use the glosses if the words are perceived as relevant to their future careers. When authentic texts are combined with accompanying tasks, glossing enables active vocabulary learning.
Article
Addressforcorrespondence:Mr.YuLiangChen,Departmentof ComputerScience,NationalChiaoTungUniversity,1001 University Road, Hsinchu 300, Taiwan. Email: imklchen@gmail.com; Dr. Eric Zhi Feng Liu, GraduateInstitute of Learning & Instruction, National Central University, no. 300 Jung-da Road, Chung-Li City, Taoyuan320, Taiwan. Email: totem@cc.ncu.edu.tw
Article
This study investigated the effectiveness of massive multiplayer online role-playing game (MMORPG)-based (massive multiplayer online role-playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face-to-face instruction and the independent variables (gender, prior knowledge, motivation for learning, self-directed learning skills, computer skills, game skills, computer capacity, network speed, and computer accessibility) were examined to see how accurately achievement was predicted in MMORPG instruction. The results indicated that students studying English utilizing online role-playing games showed higher scores in areas of listening, reading, and writing than those who attended face-to-face instruction classes. It was also found that prior knowledge, motivation for learning, and network speed were factors affecting achievement in English learning. These findings suggest that MMORPGs can play an important role in improving English communicative skills.