Serious game design model for language learning in the cultural context

Abstract

Digital learning environments have been gaining prominence during the last few years. In particular, the rising usage of mobile devices, including smartphones and tabs, has invited researchers to design and develop learning applications and games for such platforms. Mobile applications and games have been developed for learning languages like many other domains. However, most of these games are fun-based and lack a holistic design and development approach. Therefore, as a principal contribution, this research presents a theoretical model for designing language learning games in a cultural context. The proposed model combines the elements of sociocultural theory with the concepts and elements of gamification, keeping in view the requirements and educational settings, including level and mode of education, etc., to ensure the effectiveness and usability of the developed game. Subsequently, based on the proposed model, a Language Learning Game (LLG) has been designed and developed through a systematic process that involves game design, low-fidelity, and high-fidelity prototyping and its validation. The LLG has been evaluated comprehensively at different stages by incorporating standard methods. Whereby this research augments the existing set of heuristics by proposing a number of specialized heuristics for the evaluation of serious games to gauge their conformance to the cultural context. The evaluation results show that the game has overall usability scores of 90%. While the quasi-experiment-based pre-test and post-test have been conducted, the results reveal that the results obtained by LLG are statistically significantly better than adopted mobile application and traditional group.

Exploring Motivation and Engagement: Sociocultural Influences on Saudi Female EFL Learners

“…Given that sociocultural factors like family environments leave variable impacts on learner motivation, their influence on self-efficacy perceptions remains context-dependent (Ishaq et al, 2022;Kutuk, 2023). By extension, the prompts focusing on sociocultural orientations were aimed primarily at addressing how each participant felt respected by instructors from different backgrounds.…”

“…The research applying Bandura's (1986) Social Cognitive Theory (SCT) and Vygotsky's (1978) sociocultural theory shows that female learners in Saudi Arabia acquire L2 English differently when the motivational and engagement strategies favor self-efficacy cultivation. Whereas SCT posits that learning fulfills different purposes to achieve long-term goals, sociocultural theory addresses how normative structures and beliefs inform problem-solving abilities (Ishaq et al, 2022;Sun & Zhang, 2021;Tunçel, 2015). Bandura's theory further underscores how L2 English acquisition in female learners depends on individual motivation to overcome challenges.…”

Cultural Communication Field Risk Challenges and Countermeasures Based on Artificial Intelligence Algorithms

“…However, in the field of cultural propaganda, AI algorithms are at risk of sensitive privacy leaks. The risk of data leakage exists not only on cultural propaganda media platforms, but also on public Internet platforms [7][8]. For example, user comments and content analysis mechanisms used in social networks with huge amounts of information and presenting diverse and personalized content may have a direct impact on users' personal privacy, which in turn affects their personal image, opinion orientation, and value orientation.…”

A comprehensive review of security threats and solutions for the online social networks industry

“…Social networking sites have been growing over the last decade, and such forums have received much media attention. In Al Hasib (2022) and Ishaq et al (2022) , the authors have revealed that users often disclose a variety of information, including their name, age, gender, address, photo, etc . some even hide and compile this information.…”