Digital Gaming in the Language Classroom: Student Language Performance, Engagement, and Perception

Autor/inn/en	Li, Ke; Peterson, Mark; Wan, Jiahui
Titel	Digital Gaming in the Language Classroom: Student Language Performance, Engagement, and Perception
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 12 (2022) 1, Artikel 10 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Ke) ORCID (Wan, Jiahui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
Schlagwörter	Video Games; Second Language Learning; Academic Achievement; Learner Engagement; Student Attitudes; Computer Assisted Instruction; Game Based Learning; Vocabulary Development; Foreign Countries; College Students; Japan + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Zweitsprachenerwerb; Schulleistung; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Wortschatzarbeit; Ausland; Collegestudent
Abstract	Despite the increasing awareness of digital games' potential for language learning, only a handful of studies focus on their integration into classrooms. Informed by bridging activities, this mixed methods case study recruited six students to engage in instructed gameplay in class and game-related activities after class. Both qualitative and quantitative data were collected and analyzed so as to measure participants' learning outcome, document their engagement, and explore their perceptions of game-based language learning. Results suggest progress in vocabulary recall and transfer. Participants also reported gains in writing and listening, satisfaction with the project, along with a positive attitude towards GBLL. Moreover, it is found that the instructor has a pivotal role to play in pre-game setup, in-game guidance, and post-game feedback. The study yields empirical evidence regarding the benefits of GBLL and may hold pedagogical implications for the integration of games into educational settings. The limitations of this research and future directions are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01