JALT2018 Presentation

Game-based language learning:
It’s not all fun and games

The aim of this presentation was to:

  1. Give an overview of the main research trends of GBLL
  2. Compare GBLL to gamification
  3. Provide details of my own approach to TBLT-informed GBLL
  4. Give advice to those interested in GBLL

This post contains the presentation video, slides, and references used during the presentation.

Video

#JALT2018 presentation video

Slides

References

  • Becker, K. (2016). Choosing and using digital games in the classroom: A practical guide. Springer.
  • Bigum, C., & Kenway, J. (2005). New information technologies and the ambiguous future of schooling—some possible scenarios. In Extending educational change (pp. 95-115). Springer, Dordrecht.
  • Brandt, R. (1995). Punished by rewards. Educational Leadership, 53(1), 13-16.
  • Cornillie, F., Thorne, S. L., & Desmet, P. (2012). ReCALL special issue: Digital games for language learning: challenges and opportunities. ReCALL, 24(03), 243–256. https://doi.org/10.1017/S0958344012000134
  • deHaan, J. (2019) Teaching language and literacy with games: What? How? Why? Manuscript submitted for publication.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10), 1040.
  • García-Carbonell, A., Andreu-Andrés, M. A., & Watts, F. (2014). Simulation and Gaming as the future’s language of language learning and acquisition of professional competences. Back to the future of gaming, 214-228.
  • García-Carbonell, A., MacDonald, P., Pérez-Sabater, C., & Montero-Fleta, B. (2016). Simulation and Gaming in Virtual Language Learning Literacy. In Simulation and Gaming in the Network Society (pp. 95-105). Springer, Singapore.
  • Hanghøj, T. (2013). Game-based teaching: Practices, roles, and pedagogies. In S. D. Freitas, M. Ott, M. Popescu, & I. Stanescu (Eds.), New pedagogical approaches in game enhanced learning: Curriculum integration (pp. 81–101). Hershey, PA: IGI Global.
  • Hanghøj,  T., & Hautopp,  H. (2016). Teachers’  pedagogical approaches  to teaching with Minecraft. InT.  Connolly & L. Boyle (Eds.), Proceedings  of the 10th  European Conference  on Games Based Learning (pp.  265–272). Sonning  Common, UK: Academic Conferences and Publishing International.
  • Hubbard, P. (1991) Evaluating computer games for language learning. Simulation & Gaming, 22(2): 220–223
  • Huizinga, Johan (1955). Homo ludens; a study of the play-element in culture. Boston: Beacon Press.
  • Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Computers and Education, 126(October 2017), 89–104. http://doi.org/10.1016/j.compedu.2018.07.001
  • Jauregi, K., Canto, S., De Graaff, R., Koenraad, T., & Moonen, M. (2011). Verbal interaction in Second Life: towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1), 77-101.
  • Isbell, D. R. (2018). Online informal language learning: Insights from a Korean learning community. Language Learning & Technology, 22(3), 82–102.
  • Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., & Watkins, S. C. (2013). Connected learning: An agenda for research and design. BookBaby.
  • Ke, F. (2016). Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64, 219–244. https://doi.org/10.1007/ s11423-015-9418-1.
  • Lombardi, I. (2015). Fukudai Hero: A Video Game-like English Class in a Japanese National University. EL.LE: Educazione Linguistica. Language Education, 4(3), 483–499. https://doi.org/10.14277/2280-6792/ELLE-4-3-15-7
  • Miller, M., & Hegelheimer, V. (2006). The SIMs meet ESL Incorporating authentic computer simulation games into the language classroom. Interactive Technology and Smart Education, 3(4), 311–328. http://doi.org/10.1108/17415650680000070
  • National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, D.C.
  • Nicholson, S. (2015). A recipe for meaningful gamification. In Gamification in Education and Business (pp. 1–20). http://doi.org/10.1007/978-3-319-10208-5_1
  • Ohashi, L. (2017). The Role of Digital Games in English Language Education in Japan [PowerPoint slides]. Retrieved from https://www.academia.edu/34031156/_July_2017_The_Role_of_Digital_Games_in_English_Language_Education_in_Japan.
  • Rama, P. S., Black, R. W., Van Es, E., & Warschauer, M. (2012). Affordances for second language learning in World of Warcraft. ReCALL, 24(3), 322–338. http://doi.org/10.1017/S0958344012000171
  • Scholz, K., & Schulze, M. (2017). Digital-Gaming Trajectories and Second Language Development. Language Learning & Technology, 21(1), 100–120. http://doi.org/10125/44597
  • Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human – Computer Studies, 74, 14-31. doi:10.1016/j.ijhcs.2014.09.006
  • Singer, N. (2014). ClassDojo: A Tale of Two Classrooms. Retrieved from https://bits.blogs.nytimes.com/2014/11/17/classdojo-a-tale-of-two-classsrooms/
  • Suits, B. (1967). What is a Game? Philosophy of Science, 34(2), 148–156.
  • Suits, B. (2014). The Grasshopper: Games, Life and Utopia. Broadview Press.
  • Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219–224. https://doi.org/10.1111/flan.12325
  • Todd, A. (2017). Why Gamification is Malarkey. The Morning Watch: Educational and Social Analysis, 44(1–2), 2009–2015. Retrieved from http://journals.library.mun.ca/ojs/index.php/mwatch/article/view/1741/1350
  • Tobias, S., Fletcher, J. D., Dai, D. Y. and Wind, A. P. (2011) Review of Research on Computer Games. In: Tobias, S. and. Fletcher, J. D. (eds.), Computer Games and Instruction. Charlotte: Information Age Publishing, 127–222
  • Thomas, M. (2012). Contextualizing digital game-based language learning: Transformational paradigm shift or business as usual?. In H. Reinders (Ed). Digital games in language learning and teaching (pp. 11-31). Palgrave Macmillan, London.
  • Toyama, Kentaro. Geek heresy: Rescuing social change from the cult of technology. PublicAffairs, 2015.
  • Van Eck, R. (2015). Digital game-based learning: Still restless, after all these years. Educause Review, 50(6), 12-28.
  • Ward, M. (2013). How to use games to teach physics. Retrieved from https://www.bbc.co.uk/news/technology-21898927
  • York, J. (2014). Minecraft and language learning. In C, Gallagher (Ed.), Minecraft in the Classroom: Ideas, inspiration, and student projects for teachers. Peachpit Press, Berkeley, CA, USA.
  • York, J., & deHaan, J. (2018). A Constructivist Approach to Game-Based Language Learning: Student Perceptions in a Beginner-Level EFL Context. International Journal of Game-Based Learning (IJGBL), 8(1), 19-40.
  • Zhang, Y., Song, H., Liu, X., Tang, D., Chen, Y., & Zhang, X. (2017). Language Learning Enhanced by Massive Multiple Online Role-Playing Games (MMORPGs) and the Underlying Behavioral and Neural Mechanisms. Frontiers in Human Neuroscience, 11(March), 1–7. https://doi.org/10.3389/fnhum.2017.00095
  • Zheng, D., Newgarden, K., & Young, M. F. (2012). Multimodal analysis of language learning in World of Warcraft play: Languaging as Values-realizing. ReCALL, 24(03), 339–360. http://doi.org/10.1017/S0958344012000183

Thanks for reading!

🎲

JALT 2017 “Re-rolling SLA Methodology with Tabletop Games”

Thanks to all of those who attended our forum at JALT 2017. Some of the attendees asked for copies of the slides we used, so we are uploading them here.

There was a lot of content (even though it was a 90 minute workshop), so we hope people can look through at a slower pace here. If you have any questions or comments, please leave them below in the discussion section.

[Presentation] “Re-rolling SLA methodology” at JALT 2017

A small update to the blog today with the announcement of our upcoming, joint presentation at JALT2017. The official title is Re-Rolling SLA Methodology With Tabletop Games, and if the title alone doesn’t tantalise you enough, the abstract is below followed by details of the venue, date and time of presentation.

Our presentation is on Sunday, but we will also be at the conference all day Saturday, with plans on hosting an informal “introduction to tabletop games” session. Whether the session runs all day or just in the evening is still undecided, but if you are interested in learning about modern board games, please hunt us down or contact us via James.

Abstract

This forum explores the use of tabletop games as an innovative means for language development that engages the imaginations and critical thinking faculties of EFL learners. We begin by explicating what we see as the significant limitations of popular forms of communicative language teaching (CLT) and digital game-based language learning. Next, we make a broad case for the use of tabletop games alongside approaches such as Task-Based Language Teaching (Willis, 1996) and multiliteracies pedagogy (New London Group, 1996, 2009) as a means of addressing some of these limitations.

We present three ethnographic case studies from our university contexts, exploring the use of games in compulsory classes, a self-access learning center, and an extracurricular project. We focus on the differing contextual constraints and affordances for game-based learning and critically evaluate the efficacy of various pedagogical models. In addition, we highlight overlaps between EFL methodologies and digital game-based language learning in terms of “learning to play” and engagement with the multimodal texts of games and discourse surrounding games (Sykes and Reinhardt, 2012). We argue that games have strong potential for leading students to increased autonomy, engagement with the L2, and heightened awareness of local and global cultural discourses, genres and the diverse multimodal ensembles of meaning (Kress, 2012, 2016) that characterise 21st century communication.  

We conclude the forum by reflecting upon common challenges and opportunities around tabletop gaming and suggest some broadly applicable pedagogical implications from our research and experience with tabletop gaming in EFL contexts.


Date: Sunday, November 19th from

Time: 5:40 PM – 7:10 PM.

Room: 402

Venue: Tsukuba International Congress Center (Epochal Tsukuba), Tsukuba, Ibaraki, Japan