Digital Games and Language Learning: Theory, Development and Implementation PDF
Preview Digital Games and Language Learning: Theory, Development and Implementation
Digital Games and Language Learning Advances in Digital Language Learning and Teaching Series Editors Michael Thomas, Liverpool John Moores University, UK Mark Peterson, Kyoto University, Japan Mark Warschauer, University of California – Irvine, USA Today’s language educators need support to understand how their learners are changing and the ways technology can be used to aid their teaching and learning strategies. The movement towards different modes of language learning – from presence-based to autonomous as well as blended and fully online modes – requires different skill sets such as e-moderation and new ways of designing and developing language learning tasks in the digital age. Theoretical studies that include practical case studies and high-quality empirical studies incorporating critical perspectives are necessary to move the field further. This series is committed to providing such an outlet for high-quality work on digital language learning and teaching. Volumes in the series focus on a number of areas including but not limited to: • task-based learning and teaching approaches utilizing technology • language-learner creativity • e-moderation and teaching languages online • blended language learning • designing courses for online and distance language learning • mobile-assisted language learning • autonomous language learning, both in and outside of formal educational contexts • the use of web 2.0/social media technologies • immersive and virtual language-learning environments • digital game-based language learning • language educator professional development with digital technologies • teaching language skills with technologies Enquiries about the series can be made by contacting the series editors: Michael Thomas ([email protected]), Mark Peterson (tufsmp@ yahoo.com) and Mark Warschauer ([email protected]). Titles in the Series Include: Autonomous Language Learning with Technology, Chun Lai Language Teacher Education and Technology, edited by Jeong-Bae Son and Scott Windeatt Task-Based Language Learning in a Real-World Digital Environment, edited by Paul Seedhouse Teacher Education in Computer-Assisted Language Learning, Euline Cutrim Schmid Teaching Languages with Technology, edited by Euline Cutrim Schmid and Shona Whyte WorldCALL, edited by Ana Gimeno, Mike Levy, Françoise Blin and David Barr iv Digital Games and Language Learning Theory, Development and Implementation Edited by Mark Peterson, Kasumi Yamazaki and Michael Thomas BLOOMSBURY ACADEMIC Bloomsbury Publishing Plc 50 Bedford Square, London, WC1B 3DP, UK 1385 Broadway, New York, NY 10018, USA 29 Earlsfort Terrace, Dublin 2, Ireland BLOOMSBURY, BLOOMSBURY ACADEMIC and the Diana logo are trademarks of Bloomsbury Publishing Plc First published in Great Britain 2021 Copyright © Mark Peterson, Kasumi Yamazaki, Michael Thomas and Contributors, 2021 Mark Peterson, Kasumi Yamazaki and Michael Thomas have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as Editors of this work. For legal purposes the Acknowledgements on p. xx constitute an extension of this copyright page. Cover design by James Watson Cover image © Shutterstock All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Bloomsbury Publishing Plc does not have any control over, or responsibility for, any third-party websites referred to or in this book. All internet addresses given in this book were correct at the time of going to press. The author and publisher regret any inconvenience caused if addresses have changed or sites have ceased to exist, but can accept no responsibility for any such changes. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress. ISBN: HB: 978-1-3501-3300-6 ePDF: 978-1-3501-3301-3 eBook: 978-1-3501-3302-0 Series: Advances in Digital Language Learning and Teaching Typeset by Newgen KnowledgeWorks Pvt. Ltd., Chennai, India To find out more about our authors and books visit www.bloomsbury.com and sign up for our newsletters. Contents List of Figures ix List of Tables xi List of Contributors xiii Preface xvii Foreword Jozef Colpert xviii Acknowledgements xx 1 Digital games and language learning: The state of play Mark Peterson, Michael Thomas and Kasumi Yamazaki 1 Part 1 Theory and research 7 2 A critical review of research on gamification and second language acquisition Silvia Benini and Michael Thomas 9 3 Second language development in the context of massively multiplayer online games: Theoretical perspectives Nasser Jabbari 47 4 Not all MMOGs are created equal: A design-informed approach to the study of L2 learning in multiplayer online games Jonathon Reinhardt 69 5 Human linguistics as a framework for analysing simulation- gaming Douglas W. Coleman 89 Part 2 Development and implementation of digital games in computer-assisted language learning 111 6 Playing with digital game pedagogies Alex Bacalja and Kate Euphemia Clark 113 7 The use of avatars in digital role-playing games (RPGs) in computer-assisted language learning (CALL) Charly Harbord, Euan Dempster and Darshana Jayemanne 137 viii Contents 8 Reinforcing international students’ language skills for disaster preparedness: A case study of gamification that utilizes augmented reality technology Kazuhiro Yonemoto 163 9 The relationship between extramural digital gameplay and twenty-first-century skills in the language classroom Daniel J. Mills and Benjamin Thanyawatpokin 193 10 Gaming as a gateway to L2 English learning: A case study of a young L1 Swedish boy Liss Kerstin Sylven 213 Part 3 Towards the future of game-based language learning 237 11 Issues in the current state of teaching languages with games Benjamin Thanyawatpokin and James York 239 12 Is game-based language teaching ‘vaporware’? Jonathan deHaan 257 Index 277 Figures 2.1 Number of scientific works published annually (from 2014 to eight months into 2020) 12 2.2 Categories of game elements 23 2.3 Number of articles published by year (from 2014 to eight months into 2020) 24 2.4 Theme of the articles 25 2.5 Data collection methods of the articles 26 2.6 Number of participants 27 2.7 Data analysis method 27 3.1 Spolsky’s (1989) theory of conditions for language acquisition 52 4.1 A design-informed approach to understanding gameplay 75 5.1 Diagrammatic view of organisms in their environment 95 5.2 Two views of a three-dimensional map used for a street directions lesson 100 5.3 OpenSim street-level view 105 6.1 Games as text, games as action 116 6.2 Frameworks for multimodal analysis 117 6.3 A framework for video game literacies in subject-English 118 6.4 Pedagogies of play continua 120 7.1 Avatar choices given to the participants 149 7.2 The Avatar choices in order of popularity in response to the three questions given 152 7.3 The preferred avatars in the context of the purpose-built RPG 156 8.1 Screenshots of the game for the reading activity 170 8.2 Screenshots of the game for the on-campus fieldwork 173 8.3 Screenshot of the game for the off-campus fieldwork 175 8.4 Screenshot of the game setting map 176 8.5 Evacuation map created by learners 177 8.6 A scene of the on-campus fieldwork 180 8.7 A scene of the off-campus fieldwork 181 8.8 Photos that the learners took during the on-campus fieldwork 183 8.9 A scene of the off-campus fieldwork 187
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