Digital game-based vocabulary learning: where are we and where are we going?

Zou, Di; Huang, Yan; Xie, Haoran

doi:10.1080/09588221.2019.1640745

Cited by 187 publications

(115 citation statements)

References 49 publications

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“…Bahari (2020) reported that digital games, in general, can increase both the depth and size of the gamers' English word knowledge. Generally speaking, regarding the recent meta-analysis studies, digital games have the potentials to enhance vocabulary acquisition (Chen et al, 2018;Zou et al, 2019).…”

Section: Digital Games and The Acquisition Of Components Of The Word mentioning

confidence: 99%

“…However, the focus of the available DGBVL literature is mainly on the acquisition of receptive (recognition or recall) word knowledge while the acquisition of productive word knowledge is neglected or rarely studied (Zou et al, 2019). In other words, few studies considered multidimensionality, or at least both receptive and productive knowledge, of vocabulary acquisition.…”

Section: Digital Games and The Acquisition Of Components Of The Word mentioning

confidence: 99%

“…For example, although some studies report about the potentials of DGBVL tasks (Chen, Tseng, & Hsiao, 2018;Zou, Huang, & Xie, 2019), the inefficacy of DGBVL tasks was reported and discussed in a few other studies (e.g., deHaan, Reed, & Kuwada, 2010;Lee, 2019). These studies have mainly reported on the effect of digital games on the acquisition of receptive knowledge of form-meaning (Zou et al, 2019), and mostly disregarded the multidimensionality of knowing a word despite the existence of strong reasons for considering it. For instance, firstly, aspects, dimensions, and scopes are interrelated knowledge bases (Schmitt & Meara, 1997) and may affect each other.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge

Behbahani

Shahbazi

2020

Computer Assisted Language Learning

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This study investigates the probable effect of a digital game-based vocabulary learning (DGBVL) task on the acquisition of some components of a word knowledge framework. In so doing, 124 Persian speakers (56 males and 68 females) were randomly assigned to either a control or an experimental group. The experimental group participants completed a DGBVL task for acquiring ten low-frequent inanimate object names, or lexical nouns, by playing a commercial adventure game. The control group participants practiced the same words in a fill-in-the-blank vocabulary acquisition exercise. In brief, first, all participants sat for a word-checklist and a proficiency test; next, they completed their tasks, and three weeks later, all participants sat for eight achievement tests. In the achievement test booklet, participants' knowledge of receptive, productive, recognition, and recall dimensions and scopes of meaning, orthography, and association were evaluated. The results revealed 1) the efficiency of the DGBVL task in enhancing the acquisition of these components, 2) the precedence of productive knowledge acquisition by the experimental group participants, 3) strong associations among the components acquired through DGBVL task assistance, and 4) gains in the components that were not associated with others due to the efficiency of DGBVL.

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Section: Digital Games and The Acquisition Of Components Of The Word mentioning

confidence: 99%

Section: Digital Games and The Acquisition Of Components Of The Word mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge

Behbahani

Shahbazi

2020

Computer Assisted Language Learning

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“…These applications use elements of games to incentivize their users, where learning happens as a side effect of playing the game. The user incentives are internal and include fun, pleasure, satisfaction, challenge, achievement, reputation, and competition, among others [16], [17]. For example, Duolingo [11] employs aesthetical visual metaphors of hearts, badges, winning streaks, and leaderboards to motivate their users [18].…”

Section: Gamified Technologiesmentioning

confidence: 99%

Conversational Agents for Learning Foreign Languages a Survey

Petrovic¹,

Jovanovic²

2020

Proceedings of the International Scientific Conference - Sinteza 2020

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Conversational practice, while crucial for all language learners, can be challenging to get enough of and very expensive. Chatbots are computer programs developed to engage in conversations with humans. They are designed as software avatars with limited, but growing conversational capability. The most natural and potentially powerful application of chatbots is in line with their fundamental nature-language practice. However, their role and outcomes within (in)formal language learning are currently tangential at best. Existing research in the area has generally focused on chatbots' comprehensibility and the motivation they inspire in their users. In this paper, we provide an overview of the chatbots for learning languages, critically analyze existing approaches, and discuss the major challenges for future work.

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“…Digital game-based learning is a variant of CALL and it can be an effective way to learn foreign languages (e.g. Aghlara & Tamjid, 2011;Chen et al, 2018;Franciosi, 2017;Hsu, 2017;Liu & Chu, 2010;Sandberg et al, 2014;Tsai & Tsai, 2018; see reviews: Acquah & Katz, 2020;Zou et al, 2019) , albeit it has also been suggested that watching someone play can be even more effective for learning because of the increased cognitive load of actually playing the game (deHaan et al, 2010). In addition to learning what is practiced in the game, playing some types of digital (video) games can also promote learning transferable skills (Bavelier & Davidson, 2013;Eichenbaum et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Gaming enhances learning-induced plastic changes in the brain

Junttila¹,

Smolander²,

Karhila³

et al. 2020

Preprint

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Learning is increasingly assisted by technology. Digital games may be useful for learning, especially in children. However, more research is needed to understand the factors that induce gaming benefits to cognition. In this study, we investigated the effectiveness of digital game-based learning approach in children by comparing the learning of foreign speech sounds and words in a digital game or a non-game digital application with equal amount of exposure and practice. To evaluate gaming-induced plastic changes in the brain function, we used the mismatch negativity (MMN) brain response that reflects the activation of long-term memory representations for speech sounds and words. We recorded auditory event-related potentials (ERPs) from 37 school-aged Finnish-speaking children before and after playing the “Say it again, kid!” (SIAK) language-learning game where they explored game boards, produced English words aloud, and got stars as feedback from an automatic speech recognizer to proceed in the game. The learning of foreign speech sounds and words was compared in two conditions embedded in the game: a game condition and a non-game condition with the same speech production task but lacking visual game elements and feedback. The MMN amplitude increased between the pre-measurement and the post-measurement for the word trained with the game but not for the word trained with the non-game condition, suggesting that the gaming intervention enhanced learning more than the non-game intervention. The results indicate that digital game-based learning can be beneficial for children’s language learning and that gaming elements per se, not just practise time, support learning.

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Digital game-based vocabulary learning: where are we and where are we going?

Cited by 187 publications

References 49 publications

Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge

Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge

Conversational Agents for Learning Foreign Languages a Survey

Gaming enhances learning-induced plastic changes in the brain

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