Game on: Shaping language lessons with DGBL

David Berry
Kyung Hee University

Key words: video game, mobile video game, computer

game, CALL, DGBL, speaking skills, listening skills,
language learning, MALL

INTRODUCTION

Technology has contributed to society in many ways. Technology has contributed to

mechanizing agriculture, improving transportation, enhancing communication, changing
the way business is conducted, and education. This latter element of society has been
greatly impacted by technology throughout the years. Early examples of technology
impacting education is with the differing surfaces used for writing: parchment (used in
antiquity (e.g., 2000BC)), wax-covered writing boards (used by the Romans), clay tablets
(used in the Middle East), paper (used in the Middle Ages), and computer tablets (used in
contemporary times) (Bryson and Matthews, 2003). All these technology innovations
altered the way education was conducted. The latter mentioned example of technology
innovation (i.e., the computer tablet) is an example of computer-based technology used in
education.
Games and playing have played an important part of human culture. They have
been used to entertain and educate people for millennia. Over the years, this has
taken various forms -- usually corresponding to the available level of technology at
that time. Sticks were used at one point in time for the purpose of games and
playing. As paper became more common, board games and other paper-based games
gained greater popularity In modern days with advanced computer technology, one
popular kind of playing is playing computer games. Computer games are one kind of
game with unique features.
It is best to define games. Games are thought to have certain common features: a
form that is formal and rule-based, an element of organized fun, outcomes that vary
and can be quantified, feedback that is quantifiable, an outcome that is impacted by
the player’s efforts, players develop emotional attachment to the outcome, and the
result of the activity are negotiable (Juul, 2005).
There are several theories to help explain and analyze concepts related to computer
games. The initial concept to explain and study computer games is narratology while the
latter concept is ludology (Peterson, 2012). Narratolgy basically studies computer games
as an unfolding story. The focus of this concept or kind of study is on the story that the
game tells or reveals. The latter concept has come only recently and wants to make the
study of computer games a whole new field – not just the extension of story telling (as in
narratology). Ludaology wants to focus on more than just the story. It thinks studies
should focus on the players experience regarding rules, goals, and the general experience.
A computer game is a kind of game with certain features that are unique to the computer
game (Wolf and Perron 2003). First, all computer games contain some kind of graphics.
This is the visual display that the player sees. Second, all computer games have a user
interface. This includes the hardware and all on-screen graphics interfaces that the player
must use for gameplay (e.g., menus, buttons). Third, all computer games have player
activity. This is the activity the player must engage in to play the game. It is also called
gameplay. Fourth and final, all computer games have an algorithm. This is the software
that controls the graphics and sound. All these elements are needed but language-
learning researchers have focused on the third feature because this feature relates to
learning. If learning does occur, it occurs as the player engages in the computer game
and researchers want to know more about how that happens.
There are many different genres of computer games: simulation games (e.g., the Sims),
1st-person shooter games (e.g., House of the Dead), Massively Multiplayer Online Role-
Playing Games (MMORPGs like World of Warcraft or Battleground), Multiplayer
Online Battle Arena (MOBA like League of Legends), Sports games (e.g., FIFA 19),
Music & Rhythm games (e.g., Parappa the Rapper 2), and multiplayer cooperative game.
Each of these genres offers many opportunities to support classroom language learning.
For example, MMORPGs has students communicating together to solve a problem or win
a battle. This could support fluency development.
An increasing number of people have become interested in playing computer games. In 2016,
there were estimated to be 2.5 billion gamers in the world and this is expected to only grow
(WePC, 2018). Many of these players live in countries where English is spoken as a second or
foreign language (NewZoo, 2017). In these countries, English is often the most popular language
for native citizens to learn. Since many games are designed in English, many gamers are required
to play the game in English. While many gamers do not intend to learn English while playing the
game, an increased number of English games could lead to more potential use for language
learning. Thus, there is a greater interest in playing video games. This translates into greater
potential to leverage the game for the language learning classroom.
Computer games are becoming more common-place in aiding and supporting learning
in a variety of learning environments. Games have shown great potential for enhancing
education and learning. The use of computer games in education is represented by the
term digital game-based learning (DGBL). The first coining of this term was in 2012
(Prensky, 2012). An extension of DGBL is digital game based language learning
(DGBLL). DGBLL can be thought of as any learning environment where the learner is
playing a computer game that benefits her language learning in any way (Peterson, 2012).
One way of understanding language learning is by dividing it up into the constituent
language skills: reading, writing, listening, and speaking. Students need to develop these
skills to say they have developed their language learning. DGBLL can help students
develop their language skills. Even though these skills are equally important for
language learning, the studies in the benefits of DGBLL predominate in certain areas of
language learning: reading, writing, and vocabulary (as can be seen in the below
literature review). Research on how certain language learning skills have benefitted from
DGBL is under-represented in the academic literature (as can be seen in the below
literature review). One such area is the impact of DGBL on the development of speaking
and listening skills in the classroom. Listening and speaking are important parts of
language development and learning. This paper intends to address this gap in research by
analyzing how one instance of DGBL has benefitted developing students listening and
speaking skills.

Thus, this study attempts to answer these research questions dealing with the use of
computer games in the language learning classroom:

(1) How effective is playing a mobile-based online video game on speaking and
listening skills?
(2) What are the reasons students’ want video games in the classroom?
(3) What design and features of a video game do students’ perceive as most effective
for language learning?

LITERATURE REVIEW

Digital game-based learning

The quantity of research being done on DGBL is growing (Hwang and Wu, 2012; Tsai
and Tsai, 2018; Chen, Tseng and Hsiao, 2018). Because this research area is growing in
popularity and importance, more is being published about it. Also, the increased research
interest is being fanned by the many benefits that earlier research has highlighted
(Reinders, 2013).
Play is essentially an activity with a voluntary nature and almost always occurs outside
the everyday and necessary aspects of life (such as eating and sleeping). Also, play
creates enjoyment, absorption in the play, and sense of satisfaction during the play
(Huizinga, 1955). This is a basic definition of play. Also, play itself can be divided up
into categories: competitive play, chance-based play, mimicry and physical play. In this
sense, play is not governed by rules (Caillois, 1956). When rules are applied, the play
becomes a game.
Games themselves are a kind of play (Prensky, 2001). Many people are attracted to
games. All kinds of games are considered to share certain structural elements that people
find attractive enough to participate in the game:
1) Constraints: Having constraints is what distinguishes a game from play. These
constraints (or rules) help to safeguard fairness for players.
2) Goals: These goals help to focus players and motivate them to keep playing to
the end.
3) Competition: These elements cause problems to be part of the game. Players
encounter these problems and are challenged to find solutions to handle the
problem. It is hoped that these problems cause players to become creative and
excited.
4) Interaction: During gameplay, players enviably encounter other players or non-
player characters. The players often need to interact with them to reach a goal or
deal with a challenge. Like with the existence of competition in games,
interaction should elicit excitement and amusement.
5) Representation: This is the story or theme of the game. A common theme of
games is fantasy.
 6) Outcomes and feedback: These are important elements of the game. These
elements give players the opportunity to evaluate their performance during the
game and at the end. They have the function as being sources of learning because
they help players know if what they did was good or not. Also, outcomes can
promote the players to develop certain emotions based on the evaluation of their
performance. If the outcome of their performance is excellent, they they will be
awarded with something (e.g., applause or increase in points).

Juul used these concepts and applied them to computer games (Juul 2005). He added
other concepts to a game when he defined a computer game. Games have variable and
quantifiable outcomes that depend on the actions of the player. The different outcomes
are assigned different numerical value. Related to this is the concept that games require
players to exert effort to influence the outcome. Without effort, the player will lose the
game being played. Also, players of a computer game feel emotionally invested or
attached to the outcome of playing the game.
DGBL has been defined as using computer games to deliver educational content that
leads to the learning of skills, knowledge, or aptitude (Prenksy, 2012).
Many advantages have been cited for using computer games in the classroom. One such
benefit is that the gaming contexts create a rich venue that can aid in delivering language
learning (Belz and Reinhardt, 2004). A game can do this by generating a digitally-
created scenario or gameplay with many stimulating and rich features (e.g., color, sound,
graphics). Also, the gameplay or scenarios can encourage stimulating interaction
between players or non-player characters. in a computer game or a computer game that
has a means for players to communicate. A second benefit is that DGBL provides
opportunities for real and meaningful communication and interaction (Thorne, Black, &
Sykes, 2009; Peterson, 2012). These kinds of opportunities are reflect an important
principle in communicative language teaching. They enhance the learners’ language
learning and motivates her to continue in the learning experience. A third benefit is that
DGBL can bridge the gap between the classroom and the real world (Reinhardt and
Sykes, 2014). This is another important principle of communicative language teaching.
A fourth benefit is that DGBL gives opportunities to learners to the diversity and
complexity of written and spoken discourse (Thorne, Fischer, and Lu, 2012). Their
study dealt with the complex texts that players of World of Warcraft encounter. World of
Warcraft is a massive multiplayer online role playing games (MMORPG) where players
need to interact via text to win the game.

The aforementioned MMORPG is one kind of computer game is attracting more interest
due to its perceived benefits in language learning (Peterson, 2010). A MMORPG is a
network-based digital game that connects many players who play the game
simultaneously. MMORPGs provide highly learner centred interaction that contributes to
language learning (Peterson, 2011). This study showed that MMORPG afforded to
students who played the game many controls and opportunities for authentic interaction
with native speakers. Other studies showed how language learning with the aid of
MMORPG greatly benefited the students’ language learning (Suh, Kim, & Kim, 2010;
Franciosi, 2017).
There are many reasons to study DGBL or DGBLL. These reasons do differ depending
on the type of computer game being employed for language learning. One such computer
game that is growing in prominence in the research literature is MMORPG (massive
multiplayer online role-playing game). This is one genre of computer game that
potentially could have thousands or even millions of players playing the same game from
all over the world. One feature of MMORPGs is the necessity for players to
communicate with one another to play the game well. Since English is the global lingua
franca, much of this communication is done in English. Players need to communicate in
English (i.e., the target language). One reason or benefit for the use of this kind of game
in language learning is the goal-directed use of the target language interaction (Thorne,
Black, and Sykes, 2009). In other words, players must communicate and interact with
each other during their gameplay. Their communication is goal-directed where the goal
is accomplishing a game-related task by meaningfully interacting together. The players
are engaged in accomplishing the immediate task so they are engaged in interacting in the
target language. This means that playing MMORPGs provides players with many
opportunities for engaging, goal-directed, and meaningful target language use. A second
benefit is that players participate in social interaction in the target language. This social
interaction encourages players to feel more comfortable in communicating in the target
language. The last benefit of playing MMORPGs is that they encourage peers (or
players) to assist and instruct one another. The benefits of peer feedback and interaction
are many. Other benefits include players are gradually socialized into the target language
norms of gameplay.

All these benefits can be justified with the language socialization theory. This theory of
language learning falls under the umbrella of sociolinguistic theories of language learning
(Tarone, 2007). This theory of language socializations can be traced back to Firth and
Wagner’s seminal article in 1997 on the subject (Firth and Wagner, 1997). They felt that
socialization played a larger role in the learning of a language. The rationale for a
student playing MMORPG for the purposes of language learning is clearly related to this
language socialization theory.

There are certain areas of DGBL and computer game use for language learning where
research studies are under-represented. One such area is the impact of computer game
play on the speaking and listening comprehension skill of language learning (Hwang,
Shih, Ma, Shadiev, and Chen, 2016). There is an abundant supply of research studies on
student perception, motivation and attitude to computer game use in language learning
e.g., Bourgonjon, Valcke, Soetaert & Schellens, 2010). There are also many studies on
the impact on learning vocabulary and the skills of reading and writing (e.g., Tsai and
Tsai, 2018).

Another area that lacks many DGBL studies with participants who are beginning
language learners (i.e., beginners). Many studies deal with participants with an
intermediate or advanced proficiency.
 Language learning can be delineated as possessing four language skills: reading,
writing, listening, and speaking. While there are studies on DGBL and reading &
writing, there are even less studies on DGBL and speaking and listening. There may be
factors for this but these two last skills are equally important as the former two and
deserve more attention. Listening is important because it, according to Krashen in his
1985 comprehensible input theory, the aural reception of language is crucial to help the
learner learn the language. According to this theory, language learning cannot happen
without listening. Later research described the context-based features impact of the
process of listening (Rubin, 1994) and how students can improve their listening skills by
being taught certain listening strategies (Mendelsohn, 1998).

Speaking is the corresponding skill with listening. They are mutually beneficial skills.
Speaking was considered necessary and important by Krashen but not as much as
listening. Later researchers thought that comprehensible output was just as important as
comprehensible input (Pica, Holliday, Lewis, and Morgenthaler, 1989). The
communicative approach and communicative language teaching both put tremendous
importance on speaking (and listening) as a way to have meaningful communications
between people – preferably in the real world (Brumfit and Johnson, 1979).

Student attitude to computer games in the classroom

It has been established that one aspect of play and games is they are not part of the
necessary or essential routine of peoples’ lives (Dempsey, 1996). Computer games are
considered a digitalized form of a game so they enjoy the same non-essential to life
status. This shapes students’ expectations of computer games. That is, students view
computer games as exclusively part of their leisurely time – not their daily necessity
routine. However, when computer games are increasingly being used as part of
education, some students resist this because they view it as encroachment in their leisure
time (Peterson, 2012). This resistance has been shown to devolve into negative attitude
that demotivates students from successfully benefitting from the use of these computer
games.

In spite of this reported reluctance of some students to use computer games for learning
purposes, many studies have reported positive attitudes from students towards using
computer games in the classroom. Many studies have identified students’ positive
attitudes through conducting student surveys or interviews (Bourgonjon, Valcke,
Soetaert, and Schellens, 2010). These surveys and interviews ask students about their
attitude to using computer games in the classroom. In addition, students’ displayed
different kinds of positive attitudes towards classroom computer use. One such attitude is
about the perceived usefulness of classroom computer use for learning purposes. A study
shows students perceived this kind of computer use as having a number of advantages
(Bourgonjon, et.al., 2010). The first benefit that students reported is the ease of use.
Computer games were considered easy to use. Also, students have shown that they think
the computer is appropriate for learning language in the classroom.

Understanding effectiveness of DGBL

In many ways, this is an effectiveness research study. To better understand what
effectiveness is, a framework about effectiveness is needed. Such a conceptual
framework for effectiveness in regards to DGBL has been proposed (All, Nuñez, & Van
Looy, 2015). This study attempts to operationalize what effectiveness is. It does this in
the context of socio-cognitive theory (Bandura, 1986). This theory was chosen because
it helps to outlines a framework of effectiveness of behaviour related to that evaluation.
With respect to DGBL, the effectiveness of the DGBL will be evaluated by how well the
outcomes are realized. This study organized focus groups to aid in identifying DGBL
outcomes. The results of the focus group study define the different categories of
effectiveness. The authors’ subsequent study one year later helps to develop this
framework for defining and operationizing effectiveness (All, Nuñez, & Van Looy,
2016). The method of this subsequent study interviews various experts in psychology
and pedagogy. It wants to hear their opinion about how to structure DGBL effectiveness
studies. The results reveal that the intervention or experimental stage of the effectiveness
study needs to be improved.

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