Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics

Ibrahim, Karim Hesham Shaker

doi:10.1111/flan.12388

Cited by 11 publications

(23 citation statements)

References 38 publications

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“…Cai et al ( 2016 ) emphasised that while the use of simulation and serious games for education has been popular, this has mainly taken place in language-learning classes and at the primary and secondary school levels (see e.g. Ibrahim 2019 ; Blume 2020 ; Peterson et al 2020 ). This is despite the fact that López and Cáceres ( 2010 ) suggested a decade ago that the use of virtual games in social science education has to potential to contribute to students’ learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Takemoto

2021

Entrep Educ

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The study explored the challenges and potential of online gamification to develop actionable recommendations for entrepreneurship pedagogy in the phase of ‘new normal’. This study applied an experimental game which the authors developed, and a mixed method was applied to the data sets collected from the students: an open-ended survey of 91 students and in-depth interviews with 23 students. It has been found that the students perceiving activities with gamifications are good learning stimuli in entrepreneurial classrooms as a first step; then, they found it effective to learn and deepen their understanding of theories and models as a second step after the gaming activities, which is a reverse approach from a traditional business education approach. Gamification enables students to think critically on game scenarios via participation in gamifications, which can be strengthened and embedded in their mind by theoretical learning which follows the gaming activities. The findings of the study provide a practical guidance for entrepreneurship pedagogists with ‘activities first’ which will be followed by theoretical learning.

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Section: Discussionmentioning

confidence: 99%

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Takemoto

2021

Entrep Educ

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“…Ba'alty [137] Educaplay [95] English Extras in Business with A, An, and The [83] LearningApps.org [125] Escribo Play and Learn [50] Socrative [133] Practice Spanish: Study Abroad [97] Phrasal Nerds [96] Liulishuo [106]…”

Section: Name Of Game Papersmentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

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Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

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“…But potentials are not translating into practice. As Ibrahim (2019) writes, that although extracurricular gaming offers both cognitive and affective benefits, it "cannot replace truly interpersonal communicative experiences within and beyond the classroom" (p. 354). It is also worth noting that for the amount of research done on MMORPGs (Newgarden & Zheng, 2016;Rama et al, 2012, the practical application of this study for teachers is negligible.…”

Section: Dgbll Is Not Teaching-focusedmentioning

confidence: 99%

Playing a new game—An argument for a teacher‐focused field around games and play in language education

York

Poole

deHaan

2021

Foreign Language Annals

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Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics

Cited by 11 publications

References 38 publications

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

Entrepreneurship education at universities: challenges and future perspectives on online game implementation

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Playing a new game—An argument for a teacher‐focused field around games and play in language education

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