3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan

Abstract

Past research on digital games and virtual worlds suggests that these platforms provide multiple benefits for language learning, including positive effects on motivation and opportunities for authentic learner interaction. Despite this, adoption of these platforms in classrooms appears largely nonexistent. We provide a review of research on the use of games and virtual worlds in language learning and report on the results of a recent survey and series of interviews with university language teachers in Japan. Analysis provides insight into the challenges of adopting technology in language teaching and on the types of platforms that may ultimately see wide adoption.

Factors promoting the use of virtual worlds in educational settings

“…The use of avatars also acts as a powerful communication medium for students as well as a way to develop higher‐order thinking skills, as described in the introduction. However, many students and teachers remain reluctant to use VW (Gallego et al ., 2016; Gregory et al ., 2015; Swier & Peterson, 2018). The present study attempts to evaluate concomitantly the relative contribution of various factors to the intention to use VW in education.…”

“…It has to be emphasized that VW may become more user friendly for students and teachers when the benefits outweigh the efforts required to adopt this innovative approach (Swier & Peterson, 2018). Therefore, the present study is important in revealing the factors that interfere with or enhance preservice teachers' abilities to cope with any advanced technology while they are still students.…”

“…Virtual worlds (VW) are part of communication technology and are widely used in education. However, VW implementation in academic institutions is not always successful (Gregory et al ., 2015; Swier & Peterson, 2018). The present study identifies both the negative and positive experiences that students (Arab and Jewish) reported in their first encounter with VW in a class.…”

“…Some users enjoyed using the system but preferred face‐to‐face learning (Holmberg & Huvila, 2008). Most complained about technical difficulties which included, among others, lack of adequate technological resources, inadequate bandwidth, slow response time, program freezes and crashes, a nonintuitive interface, a need to update the system frequently, difficulty in activating parts of the program, following the large groups of students, coping with multiple tasks and lack of technical support (Badilla Quintana, Sagredo, & Lytras, 2017; Gregory et al ., 2015; Lin, Wang, Grant, Chien, & Lan, 2014; Mayrath et al ., 2010; Ramirez, Rico, Riofrỉo‐Luzcando, Berrocal‐Lobo, & de Antonio, 2018; Swier & Peterson, 2018). Furthermore, some users stated that the system had no clear goal, no apparent relationship to learning, increased distractions and the risk of being exposed to undesirable content.…”

Challenges in Serious Game Design and Development: Educators’ Experiences

“…Other challenges in implementing SG in post-secondary education, identified by Chan and Zary (2019), were limited time for teaching skills development, limited resources to deploy new teaching methods, and the lack of knowledge about SG as teaching tools. Swier and Peterson (2018) examined implementation of 3D SG in English language teaching in Japan and identified the availability and usability of computer resources as the main challenge. They also found that participants who implemented SG did so in secret because their peers’ perceived SG as having limited academic value.…”