Encouraging Gameful Experience in Digital Game-Based Learning: A Double-Mediation Model of Perceived Instructional Support, Group Engagement, and Flow

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

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Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2021.13.008 ◽

2021 ◽

pp. 142-160

Keyword(s):

Teacher Perceptions ◽

Educational Games ◽

Digital Game ◽

Traditional Values ◽

Game Based Learning ◽

Education Students ◽

Perceptions And Attitudes ◽

Key Stakeholders ◽

Perceptions Of Students ◽

Teachers And Parents

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

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BENEFITS OF DIGITAL GAME-BASED LEARNING (DGBL) FOR ENGLISH LEARNING.

International Journal of Advanced Research ◽

10.21474/ijar01/7351 ◽

2018 ◽

Vol 6 (7) ◽

pp. 189-194

Author(s):

AdolfRichardoBagus Setiadi ◽

Keyword(s):

English Learning ◽

Digital Game ◽

Game Based Learning

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