Video Games in the Development of Cognitive Skills Relevant for Language Learning: A Systematic Review

AbstractNarcissistic Personality Disorder is characterised by inflated self-importance, an excessive need for admiration, and a lack of empathy. The interpersonal difficulties associated with narcissistic personality may be becoming more widespread given its increasing prevalence within the general population. This systematic review investigated the relationship between narcissistic personality traits and social cognition (i.e. theory of mind; emotion recognition; empathy; emotional intelligence) in clinical and non-clinical samples. Cognitive empathy (i.e. perspective taking) appears unlikely to be impaired, while affective empathy (relating to another’s emotion state) may be reduced in association with narcissism. Those with grandiose narcissism rate their empathic skills more highly than those with vulnerable narcissism, but concurrent administration of objective measures is rare, limiting insight into the validity of self-ratings. Rather than deficits in aspects of social cognition, the overall pattern could reflect motivation, or advantageous use of social cognitive skills to serve the self. Indeed, interpersonal strategies associated with narcissism (e.g. deception; manipulation) suggest the application of understanding another’s beliefs or desires in the context of low empathy. Further research should seek to explore performance on a wider range of emotion recognition and theory of mind tasks, and whether characteristics such as excessive jealousy and paranoia could reflect hyper-mentalizing.

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Engagement in language learning: A systematic review of 20 years of research methods and definitions

Language Teaching Research ◽

10.1177/13621688211001289 ◽

2021 ◽

pp. 136216882110012

Author(s):

Phil Hiver ◽

Ali H. Al-Hoorie ◽

Joseph P. Vitta ◽

Janice Wu

Keyword(s):

Systematic Review ◽

Qualitative Research ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Applied Linguistics ◽

Inclusion Criteria ◽

Learner Engagement ◽

Quantitative And Qualitative Research ◽

Active Learner

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

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Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

Education Sciences ◽

10.3390/educsci11050222 ◽

2021 ◽

Vol 11 (5) ◽

pp. 222

Author(s):

Rafael Darque Pinto ◽

Bruno Peixoto ◽

Miguel Melo ◽

Luciana Cabral ◽

Maximino Bessa

Keyword(s):

Systematic Review ◽

Virtual Reality ◽

Foreign Language ◽

Language Learning ◽

Empirical Research ◽

Second Language Learning ◽

English Language ◽

New Technologies ◽

Foreign Language Learning ◽

Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

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Counter striking psychosis: Commercial video games as potential treatment in schizophrenia? A systematic review of neuroimaging studies

Neuroscience & Biobehavioral Reviews ◽

10.1016/j.neubiorev.2016.03.018 ◽

2016 ◽

Vol 68 ◽

pp. 20-36 ◽

Cited By ~ 10

Author(s):

Claudia Suenderhauf ◽

Anna Walter ◽

Claudia Lenz ◽

Undine E. Lang ◽

Stefan Borgwardt

Keyword(s):

Systematic Review ◽

Video Games ◽

Potential Treatment

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Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18

International Journal of Game-Based Learning ◽

10.4018/ijgbl.294010 ◽

2022 ◽

Vol 12 (1) ◽

pp. 0-0

Keyword(s):

Systematic Review ◽

Second Language ◽

Secondary School ◽

Language Learning ◽

Second Language Learning ◽

Search Strategy ◽

Research Articles ◽

English Learning ◽

Game Based Learning ◽

English As Second Language

Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.

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The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

Simulation & Gaming ◽

10.1177/10468781211056511 ◽

2021 ◽

pp. 104687812110565

Author(s):

Maram Almufareh

Keyword(s):

Student Achievement ◽

Saudi Arabia ◽

Second Language ◽

Video Games ◽

Language Learning ◽

Second Language Learning ◽

Video Gaming ◽

Control Group ◽

Students Attitudes ◽

The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

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