Learning with games has been increasing in practice, but review studies of the features and learning outcomes involving digital games to develop language learning are scarce. This scoping review investigates the current practices of digital game-based language learning to support English language learning, in terms of participants' characteristics, methodological features, gaming characteristics, and an association between game availability and gaming characteristics.Our results indicate: (1) vocabulary is the most dominant practiced language skills; (2) methods employed were primarily quantitative with researcher-designed tests; (3) commercial games contain the most elements of a good game; (4) use of good gaming elements is inconsistent among digital games. We provide strategies for educational researchers to improve their rigor in research, along with explicit criteria that digital game designers can apply toward language-learning game development. As educational technology continues to transform language learning, we emphasize the need for continued research and development that investigates how gaming elements in mobile learning environments may improve language-learning outcomes.

The presence of mobile technologies within preschool and elementary classrooms has been increasing, yet review studies which measure the effectiveness of mobile technologies to support children's literacy achievement remains scarce. The purpose of this study is to conduct a systematic review to examine the influence of mobile technologies on prekindergarten-5th grade students' literacy achievement between 2007 and 2019. Findings are reported according to study characteristics, followed by the patterns and trends related to achievement within and across literacy domains (phonics, phonemic awareness, fluency, vocabulary, comprehension, writing). We provide mobile device and app use strategies for teachers, while mapping clear research pathways for educational researchers and digital designers, with the ultimate goal of advancing the use of mobile technology to improve children's literacy achievement.

This study explored how the pedagogical element of TPACK and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad. This qualitative study used an interpretivist approach and case study design to closely examine each participant's (n = 38) experience to use the iPad to plan instruction. Data were triangulated with observation logs, individual surveys, and lesson artifacts. Thematic analysis revealed three themes: Teacher in Control pedagogical approach raised preservice teachers' concerns about instructional planning; Teacher as Facilitator pedagogical approach led to increased user confidence and exploration; Problem-based Learning pedagogical approach led to in-depth design of comprehensive lessons for individualized student populations. Other teacher educators can adopt this approach when introducing students to technology.

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The current global health crisis has reduced our mobility, consequently increasing the need to connect with others digitally. This brief provides a research perspective on Giannakas et al.'s (Educational Technology Research and Development, 66, 341-384, 2018) manuscript, ''A critical review of 13 years of mobile game-based learning.'' To serve as a resource to educators navigating the transition to remote learning, this perspective summarizes key ideas relative to mGBL (mobile game-based learning), value of the work, application to the educator context, and limitations. Future suggestions provide a clear roadmap of ideas to continue research and development of mGBL.