This research aimed to explore the views of 8th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students' reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation. 

/pdf/a-triangulation-method-on-the-effectiveness-of-digital-game-2q3vb796.pdf

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

Purpose



– The purpose of this paper is to explore culture as the unit of analysis in comparative education in the context of technology-mediated learning known as digital game-based learning (DGBL). 




Design/methodology/approach



– Two digital games for Chinese language learning were purposefully designed and produced following existing studies in cross-cultural psychology, learning theories and second language acquisition. To corroborate the assumption that culture affects user’s preference of DGBL learning interface, the two newly developed instructional tools were evaluated with eastern and western learners to find out their perceptions and choices through direct observation, pre-/post-assessments and a group interview. 




Findings



– The evaluation indicates the validity of the key assumptions in the theoretical framework: eastern learners were fond of the type of digital game that involves social cues and situational factors, whereas, western learners preferred a simple design and goal-oriented learning game in which they had the power of control. 




Originality/value



– This paper suggests a theoretical and technical framework to design, and produce culturally sensitive DGBL learning tools. Extant studies on the relationship between culture and DGBL are usually on how digital games generate unique learning experiences and culture. Looking at the same phenomenon but in a reverse direction, this study reports on how learners’ culture determines their preferences in DGBL.

A comparative framework for culturally differentiated digital game-based learning

The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why.

The Perceived Appropriateness of Digital Games From ELL Teachers

The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why. 

This chapter explores theories of SLA and their influence on the field of CALL. The discussion highlights the diverse nature of theories proposed in the literature, and examines accounts of foreign language learning that may be relevant to learning with computer games. Elements of cognitive conceptualizations of SLA are explored, as are more recent constructs drawn from research that is informed by theories that stress the social nature of language acquisition. It is observed that SLA research is subject to limitations, and that there is, at present, no consensus regarding a generally accepted theory. Nonetheless, evidence suggests that both of the above accounts provide insights into the complex nature of SLA. Moreover, it is asserted that these conceptualizations are valuable, as they identify many of the conditions in which SLA may occur. The discussion then turns to investigate research that has explored the relationship between the above theories and CALL. The discussion emphasizes that the SLA theories were not devised to account for learning in computer-based environments. However, research indicates that elements of the above accounts may be relevant to understanding language learning in computer-based environments. This chapter then examines theoretical rationales that draw on elements of SLA theory in order to justify the use of computer games in CALL. The value of these pioneering efforts is acknowledged.

Computer Games and Language Learning: Theoretical Rationales

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Computer Games and Language Learning: Theoretical Rationales