A Comparative Review of Mobile and Non-Mobile Games for Language Learning

Abstract

Recent studies have increasingly investigated the effectiveness of both mobile and non-mobile digital game-based language learning. To gain an in-depth understanding of the differences in the effectiveness of mobile and non-mobile games, we compared studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). Sixty-four articles were analyzed from four aspects: game types, game elements, target languages, and learning outcomes. The results showed that (a) gamification, simulation games, and immersive games were applied most; (b) all games possessed the game elements of goals or rules; (c) the most investigated target languages were English and Chinese; and (d) the most discussed learning outcomes were language acquisition and psychological/affective state. The similarities and differences between MGBLL and NMGBLL were also identified. The current review provides an overview and in-depth analysis of mobile and non-mobile games for language learning, guiding practitioners to select appropriate digital games to cater to specific language teaching goals. Future directions of research are also discussed.

Gamification in EFL/ESL instruction: A systematic review of empirical research

“…All these elements are intended to arouse participants’ feelings of interest, competitiveness, curiosity, and frustration, convince them, and even change their behaviors, so that a gamification application could facilitate their learning process. Gamification is easy to implement on portable mobile devices and widely applied in digital environment ( Su et al, 2021 ), therefore, this study focuses on the digital gamification.…”

“…Given the increasing popularity of gamification in language learning, there appeared several reviews on gamification in teaching and learning languages ( Dehghanzadeh et al, 2019 ; Dehganzadeh and Dehganzadeh, 2020 ; Shortt et al, 2021 ; Su et al, 2021 ). Su et al (2021) compared 64 high-quality studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL).…”

“…Given the increasing popularity of gamification in language learning, there appeared several reviews on gamification in teaching and learning languages ( Dehghanzadeh et al, 2019 ; Dehganzadeh and Dehganzadeh, 2020 ; Shortt et al, 2021 ; Su et al, 2021 ). Su et al (2021) compared 64 high-quality studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). This study found a wide application of gamification in language learning, followed by immersive games and simulation games, maybe because they possessed rich game elements like goals, continuous feedback, and control, which could maintain learners’ motivation and confidence and raise their curiosity.…”

Chances and Challenges of Digital-Based Education

“…• Digital learning must be infused with character education. Some of the weaknesses of digital learning include the possibility of cheating by students, integrating cultural values, and the emergence of a consumptive attitude towards the internet [41][42][43]. Difficulties in integrating character education in digital-based education because there is no supporting curriculum [34].…”

A Systematic Review of Games for Learning Chinese

“…are aimed at facilitating learning foreign languages(Su et al, 2021; Lai&Bower,2019), and only some are explicitly developed for Chinese learning Wong&Hsu, 2016) Tsai et al(2021). andRedfern & McCurry (2018) improved the Key-Image method -a novel mnemonic (memory aid) tool similar to Chineasy method, where characters evolve from a picture in the Chinese learning class.…”