Digital Games in Language Learning: Case Studies and Applications

203 Pages·2022·8.192 MB·

by  Mark Peterson, Nasser Jabbari

DIGITAL GAMES IN LANGUAGE LEARNING
This edited volume provides a comprehensive overview of contemporary research into the
application of digital games in second and foreign language teaching and learning.
As the use of digital games in foreign language education continues to expand, there is a need
for publications that provide a window into recent innovations in this increasingly influential
area of language education. This volume is wide ranging in scope incorporating both theory and
practice and includes contributions from authorities in the field. Areas covered include research
reviews and a range of case studies conducted in a variety of international contexts.
This volume represents an essential guide to developments in this field and will have wide
appeal to students, language educators, game and instructional designers.
Mark Peterson is an Associate Professor at Kyoto University, where he established and now
directs a research lab focusing on computer assisted language learning.
Nasser Jabbari is an Assistant Professor of TESOL and Applied Linguistics at the University
of Essex. His research interest lies at the interface between L2 learning and digital technologies.
New Directions in Computer Assisted Language Learning
Series Editors: Mark Peterson and Mariusz Kruk
Understanding Emotions in English Language Learning in Virtual Worlds
Mariusz Kruk and Mirosław Pawlak
Digital Games in Language Learning
Case Studies and Applications
Edited by Mark Peterson and Nasser Jabbari
Individual differences in Computer Assisted Language Learning Research
Mirosław Pawlak and Mariusz Kruk
DIGITAL GAMES IN
LANGUAGE LEARNING
Case studies and applications
Edited by Mark Peterson and Nasser Jabbari
First published 2023
by Routledge
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and by Routledge
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© 2023 selection and editorial matter, Mark Peterson and Nasser Jabbari; individual
chapters, the contributors
The right of Mark Peterson and Nasser Jabbari to be identified as the authors of the
editorial material, and of the authors for their individual chapters, has been asserted in
accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
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and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Peterson, Mark, 1965- editor. | Jabbari, Nasser, editor.
Title: Digital games in language learning : case studies and applications / edited by Mark
Peterson and Nasser Jabbari.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2023. | Series: New
directions in computer assisted language learning | Includes bibliographical
references and index. |Identifiers: LCCN 2022005916 (print) | LCCN 2022005917
(ebook) | ISBN 9781032145969 (hardback) | ISBN 9781032145976 (paperback) |
ISBN 9781003240075 (ebook)
Subjects: LCSH: Language and languages–Computer-assisted instruction. | Language and
languages–Study and teaching–Foreign speakers. | Electronic games in education. |
Gamification. | LCGFT: Essays.
Classification: LCC P53.299 .D55 2023 (print) | LCC P53.299 (ebook) | DDC
418.0078/5–dc23/eng/20220524
LC record available at https://lccn.loc.gov/2022005916
LC ebook record available at https://lccn.loc.gov/2022005917
ISBN: 978-1-032-14596-9 (hbk)
ISBN: 978-1-032-14597-6 (pbk)
ISBN: 978-1-003-24007-5 (ebk)
DOI: 10.4324/9781003240075
Typeset in Bembo
by KnowledgeWorks Global Ltd.
CONTENTS
List of figures vii
List of tables ix
List of contributors xi
Preface xv
Foreword xvi
Acknowledgements xvii
1 Digital games and foreign language learning: Context and future
development 1
Mark Peterson and Nasser Jabbari
2 A systematic review of theory-informed design and implementation
of digital game-based language learning 14
Rui Huang and Matthew Schmidt
3 Use of digital game creation tools in computer assisted language
learning: A systematic literature review 35
Anke Berns and Iván Ruiz-Rube
4 A methodological framework for analyzing the language in
digital games 52
Daniel H. Dixon
5 Direct qualitative assessment of language learning outcomes in
digital game-based interaction: An exploratory case study 74
Michael Hofmeyr
6 Let’s play videos and L2 academic vocabulary 93
Liss Kerstin Sylvén and John Löwenadler
vi Contents
7 Exploring ESL students’ perceived engagement in and experience
of content vocabulary learning through virtual reality games 109
Muleyke Sahinler Albayrak, Julian Chen and P. John Williams
8 Becoming a resourceful language learner in a narrative-driven
participatory game 136
Zeyu Cui, Jin Dong, Yang Liu, Michaela Nuesser, Huaiqing Zhang,
Dongping Zheng and Yuanqing Zuo
9 Interaction games to boost intercultural communication in virtual
worlds and video-communication: A case study 158
Kristi Jauregi-Ondarra and Silvia Canto
Index 183
FIGURES
2.1 PRISMA Flowchart of the Screening Process 20
2.2 Distribution of Theories in the 65 Manuscripts across
Six Meta-categories 23
3.1 Frequency of End-user Authoring Tools Used in FLL 42
3.2 Educational Level at Which End-user Authoring
Tools were Used 42
3.3 Learning Goals 43
3.4 Language Content and Skills Targeted 43
3.5 Duration of Study 44
3.6 Sample Size 44
3.7 Educational Outcomes 45
4.1 Interactive Speech in the Witcher 60
4.2 Immersive Speech Instance from Divinity 61
4.3 Example of the Attribute ‘Strength’ in Divinity 64
4.4 Comparison of Quest Text Instances from Skyrim (Top) and
Divinity (Bottom) 64
4.5 Example of Lore in the Witcher 65
4.6 Screenshot of a Tutorial Text Instance from the Witcher 66
4.7 Comparison of Linguistic Features Mean Frequency
Difference (Cohen’s d) 68
5.1 Example Bomb Consisting of a Timer and Three Puzzle Modules
on the Front Face 78
5.2 Example Keypad Module with Lambda-Like Symbol at the
Bottom Left 81
5.3 Example Three-Letter Label Appearing on the Side
of the Bomb 82
5.4 Example Simon Says Module with Yellow Button
Flashing 83
5.5 Example Maze Module 84
6.1 Frequency Levels Represented in the Data 99
6.2 Frequency Levels K2 and AWL in the Data 99
viii Figures
7.1 Sample of Google Cardboard VR (Othree, 2014) 114
7.2 A Screenshot from InCell (Luden.io, 2017a) 115
7.3 Sample of an Exit Slip Prompt Followed by a Participant’s
Response 116
8.1 Collection 1: Let’s Get Started and Introduce Yourselves 146
8.2 Collection 2: Start off the Picture Book by Introducing the
Professional Roles (i.e., the Player Characters) the Participants
Will Need to Pick 147
8.3 Collection 3: Introduce the Professional Community Distributed
on Facebook and WeChat 147
8.4 Collection 4: Begin the Journey into Bizhuwanshang 148
8.5 Collection 5: Meet the Panda Family for Concluding the Story 148
9.1 VC Group Instructions for Task 3 163
9.2 VC Group Playing Snakes and Ladders 164
9.3 VW Group Playing Snakes and Ladders 164
9.4 VW Group Playing the Cultural Quiz 165
9.5 VC Group Playing the Escape Room 165
9.6 VW Group Playing the Treasure Hunt 166
9.7 Example 1a 175
9.8 Example 1b 176
9.9 Example 2 177
TABLES
2.1 Summary of Literature Reviews Focusing on DGBLL Since 2011 16
2.2 Literature Search Results in Ten Academic Databases 19
2.3 Coding Scheme for this Systematic Review Study 21
2.4 Sociocultural Theories and Publication Sources 23
2.5 Cognitive Theories and Publication Sources 24
2.6 Motivation Theories and Publication Sources 24
2.7 SLA, Constructivism, and Behavioural Theories Publication
Sources 24
2.8 Theory-informed Design, Implementation, and Evaluation
by Game Types 26
3.1 Searches Performed 39
3.2 Classification of Studies Included 41
3.A List of Studies Included 51
4.1 The Single Player Offline Corpus (SPOC) Word and Text Counts 56
4.2 Features of Conversation Included in Analysis 57
4.3 Spoken Game Registers: Interactive Speech and Immersive Speech 59
4.4 Written Game Registers: Character and Quest Text 62
4.5 Written Game Registers: Lore and Tutorial Text 63
4.6 SPOC Word and Text Counts per Register Category 67
4.7 Features of Conversation Mean Frequencies per 1,000 Words 67
4.8 Linguistic Features Mean Frequency Differences and Standard
Deviations (Cohen’s d) 69
5.1 Summary of Probable Acquisition Episodes (PAEs) Involving
the Acquisition of Vocabulary 80
5.2 Summary of Probable Acquisition Episodes (PAEs) Involving
the Acquisition of Grammatical Structures 81
7.1 Summary of Participants’ Demographic Information 113
7.2 Summary of VR Games and Relevant Subject Areas 114
7.3 Summary of Data Collection Procedure 115
7.4 ESL Learners’ Overall Perceptions and Effects of Headset-Enabled
VR Games on Vocabulary Acquisition 118