Real fun is real learning: the pros and cons of video game usage

in second-language learning

Daniel Bolaños

Contents:

1. Introduction2. Methods3. Expected results4. Discussion

IntroductionContemporary communication happens over virtual

channels, introducing new forms of interaction and learning.

Virtual worlds enable formation of new identities and connections with emerging social tendencies (Steinkuehler, 2006).

Second-language interaction serves an instrumental value to reach specific goals within virtual communities (Purushotma, Thorne & Wheatley, 2008).

IntroductionEducationally-wise, employing video games to teach and

drill second-language learning can be engaging, innovative, and fun.

Previous research has shown parallels between video game practice and second-language acquisition in light of particular phenomena, such as situated meaning and code switching (Corredor & Gaydos, 2014).

Previous research has addressed the question of language acquisition from a learning outcome perspective (Salen & Zimmermann, 2013; Lombardi, 2012). And what about what gamers perceive?

IntroductionHow do video games support second-

language acquisition concerning content type, gameplay style, and type of interaction?

Findings could provide insights in designing educational material via a widely regarded platform for the youth, video game platforms.

Introduction: HypothesesSubjective elements of play, such as perceived

measure of enjoyment and game complexity, can have an impact on second-language skill acquisition.

Type of content within the video game can relate to degree and quality of second-language skill acquisition.

Type and quality of interaction in multiplayer games (reading/chatting) can relate to degree and quality of second-language skill acquisition.

Introduction: The breachPrevious research has shown insights in

second-language skill acquisition related to video games, but as reported from external sources.

What about what players self-report?

Introduction: The Games3 types of games according to content: 1. fast-paced sports and action (e.g. CoD,

FIFA).

Introduction : The Games3 types of games according to content: 2. Adventure and offline RPG (e.g. TLoZ,

Skyrim).

Introduction : The Games3 types of games according to content: 3. MOBA and MMORPG (e.g. LoL, WoW).

Introduction 3 types of games according to language

usage:1. One-way communication: tightly scripted;

simple prompts and dialogues.2. Two-way communication (with CPU):

tightly/loosely scripted; complex prompts and dialogues; decision making.

3. Two-way communication (with human players): loosely scripted/unscripted; complex interaction; decision making; instrumental communication.

Method: Data Mixed method of data gathering:

1. Online questionnaire inquiring about degree of game practice, nature of game content, degree of perceived enjoyment, complexity, and dedication to games, perceived incidence of second-language skill acquisition. Close-ended questions and Likert-type questions.

2. Online semi-structured interview (in English) to establish a parallel between game content and language practices, between enjoyment and language acquisition, and between recurrence of non-standard learning practices within the game (MMORPGs) and their use outside of the virtual world.

Method: Data

Observant participation (or simple observation) of gaming forums to observe non-traditional language practice, such as code-switching and abbreviations in non-native English speakers´ game-wise interactions.

Qualitative phase to be studied via content analysis.

Method: Participants Participants: as many as possible for the

quantitative phase. Surveys will be sent out via email and social networks. Survey designed with Webropol platform. Interviews: no more than 4 people who have played the three types of games.

Age: over 18 preferred, to avoid informed consents. Age and educational background can also be included as an aspect of analysis. Any nationality and occupation.

Requisites: being a self-styled gamer (subjective), not speaking English natively.

Expected Results Data analysis (correlations) from the

questionnaires will provide information about the relationships between observed variables

(self-reported second-language acquisition vs.1. Time of play2. Game content3. Game style4. Perceived enjoyment and complexity5. Required reading depth)

Expected Results Results from questionnaires will give insights

on type of questions to ask in the interviews. Interviews will allow deeper understanding

into incidence of game content and type into second-language learning, along with quality (formality) of English practiced.

Interviews will provide information about identity formation within video game communities and cognitive processes in language learning.

Discussion - Improvement Suggestions?

How to polish this?

What results unclear?

Utility?

Ethical implications?

References Corredor, J., Gaydos, M. (2014). Language games: How gaming

communities shape second-language literacy. In H. Gerber & S. Abrams (Eds) (2014). Bridging literacies with videogames. Amsterdam: Sense Publishers.

Lombardi, I. (2012). Not-so-serious games for learning. Now with 99.9% more humor on top. Procedia Computer Sciences, 15(2012), 148-

158. Purushotma R, Thorne SL, Wheatley J. (2008). 10 key principles for

designing video games for foreign language learning. Paper produced for Open Language and Learning Games Project, Massachusetts

Institute of Technology Education Arcade. http://knol.google.com/k/ravi-purushotma/10-key-principl%20es-for-designing-video/27mkxqba7b13d/2 (last retrieved March 5th, 2015).

Salen, K.; Zimmermann, E. (2003). Rules of Play: Game Design Fundamentals. Cambridge: MIT Press.

Steinkuehler, C. (2006). Why game (culture) studies now? Games and Culture, 1(1), 97-102.