Digital game–based learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-shelf videogame, Food Force, on learner affect and vocabulary retention

Authors

  • Claire Ikumi Hitosugi University of Hawaii at Manoa
  • Matthew Schmidt University of Hawaii at Manoa
  • Kentaro Hayashi University of Hawaii at Manoa

DOI:

https://doi.org/10.11139/cj.31.1.19-39

Keywords:

Food Force, digital game-based language learning, vocabulary learning, affect, Japanese as a second language

Abstract

This mixed-method study explored the impact of Food Force (FF), a UN-sponsored off-the-shelf videogame, on learner affect and vocabulary learning and retention in a Japanese as a second/foreign language classroom. The videogame was integrated into an existing curriculum and two studies were performed. In Study 1 (n = 9), new vocabulary was embedded in task sheets. Study 2 (n = 11) introduced FF vocabulary explicitly and included a graded unit test. In both studies, participants took three FF vocabulary tests (pre-, post-, delayed) and an end-of-unit affect survey. Study 2 also included textbook vocabulary tests and interviews. Results indicated positive impact on learner affect and a preference for game-mediated activities over conventional exercises. Within-subject repeated-measure analysis revealed that participants in both groups recalled new FF vocabulary five weeks later at the same rate as immediately after the unit, while they significantly forgot words from the textbook. Study 2 resulted in better learning of FF words than Study 1. No gender difference was found in vocabulary test results. Positive FF effects may be evidence that digital game-based learning facilitates deep learning. Though there was significant positive effect on average, individual differences were found in students’ attitudes and vocabulary retention. 

Author Biographies

  • Claire Ikumi Hitosugi, University of Hawaii at Manoa
    Claire Ikumi Hitosugi, PhD is an instructor in Japanese in the department of east asian languages & literatures and an MA student in educational technology at the University of Hawaiʻi at Mānoa. She holds a BA in Japanese modern literature, an MA in second language studies, an MBA and PhD in communication and information sciences. Her research interests are innovative teaching, technology integration, trust on the web, and sociocultural psychology. She has previously written in the topics of extensive reading, the use of social networking sites in the classroom, culture and trust on the web. She additionally developed a Japanese writing workbook, and an online Japanese course.
  • Matthew Schmidt, University of Hawaii at Manoa
    Matthew Schmidt, PhD, is an assistant professor of educational technology and special education at the University of Hawaiʻi at Mānoa. He has designed, developed and supported technologies to enhance learning and instruction across a multitude of disciplines, including nuclear science, radiation protection, biological anthropology, second language acquisition, architectural archiving, veterinary medicine and social competence instruction for individuals with autism spectrum disorders. His research interests are situated in the intersection of curriculum and technology and focus on how emergent technologies can be best implemented for optimal learning outcomes. 
  • Kentaro Hayashi, University of Hawaii at Manoa
    Kentaro Hayashi, PhD is an associate professor of psychology at the University of Hawaiʻi at Mānoa and holds a BA in educational psychology (International Christian University, Tokyo), an MA in experimental psychology (Miami University of Ohio), and a PhD in quantitative psychology with a minor in biostatistics (University of North Carolina at Chapel Hill). He finished his postdoctoral research fellowship at UCLA. His research interests are statistical methodologies used in the social sciences and education, including factor analysis, structural equation models, multilevel models, and item response theory.

References

Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal, 86(4), 525-545. doi: 10.1111%2F1540-4781.00159

Atkinson, D. (2011). Alternative approaches to second language acquisition. London: Routledge.

Barab, S. A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play using games to position person, content, and context. Educational Researcher, 39(7), 525-536. doi: 10.3102%2F001 3189X10386593

Boyle, E., & Conolly, T. (2008). Games for learning: Does gender make a difference? In T. Conolly & M. Stansfield (Eds.), Proceedings of the 2nd European Conference on Games Based Learning (pp. 69-76). Reading, UK: Academic Publishing.

Bruner, J. S. (1977). The process of education (Vol. 115). Cambridge, MA: Harvard University Press.

Bruner, J. S. (1990). Acts of meaning: Four lectures on mind and culture. Cambridge, MA: Harvard University Press.

Chik, A. (2011). Learner autonomy development through digital gameplay. Digital Culture & Education, 2(2), 30-44.

Chou, C., & Tsai, M.-J. (2007). Gender differences in Taiwan high school students’ computer game playing. Computers in Human Behavior, 23(1), 812-824. doi: 10.1016%2Fj.chb.2004.11.011

Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: Pfeiffer.

Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730. doi: 10.1037%2F%2F0022-0663.88.4.715

Cornillie, F., Thorne, S. L., & Desmet, P. (2012). Editorial: Digital games for language learning: From hype to insight? [Special issue: Digital games for language learning: Challenges and opportunities]. ReCALL, 24(3), 243-256. doi: 10.1017%2FS0958344012000134

Corrigan, R. (2007). An experimental analysis of the affective dimensions of deep vocabulary knowledge used in inferring the meaning of words in context. Applied Linguistics, 28(2), 211240. doi: 10.1093%2Fapplin%2Famm009

Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.

deHaan, J. (2011). Teaching and learning English through digital game projects. Digital Culture & Education, 3(1), 46-55.

deHaan, J., Reed, W. M., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 74-94.

DeMarle, M. (2007). Nonlinear game narrative. In C. Bateman (Ed.), Game writing: Narrative skills for videogames (pp. 71-84). Boston, MA: Charles River Media.

Doughty, C. J., & Long, M. H. (2008). The handbook of second language acquisition. Oxford, UK: Wiley-Blackwell.

Ellis, R. (1984). Classroom second language development: A study of classroom interaction and language acquisition. Oxford, UK: Pergamon Press.

Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402-430. doi: 10.1093%2Fapplin%2Fami014

Gee, J. P. (2007). What video games have to teach us about learning and literacy: Revised and updated edition. New York: Palgrave Macmillan.

Gee, J. P. (2010). A situated-sociocultural approach to literacy and technology. In E. Baker (Ed.), The new literacies: Multiple perspectives on research and practice (pp. 165-193). New York: Guilford Press.

Habgood, M. P. J., Ainsworth, S. E., & Benford, S. (2005). Endogenous fantasy and learning in digital games. Simulation & Gaming, 36(4), 483-498. doi: 10.1177%2F1046878105282276

Hitosugi, C. I. (2011). Using a social networking site in Japanese class. In E. Forsythe, T. Gorham, M. Grogan, D. Jarrell, R. Chartrand, & P. Lewis (Eds.), CALL: What’s your motivation? Collected papers on the cutting edge of language learning practice (pp. 72-83). Japan: JALT CALL SIG.

Hung, D. (2002). Situated cognition and problem-based learning: Implications for learning and instruction with technology. Journal of Interactive Learning Research, 13(4), 393-414.

Kamata, O., Toyama, Y., Miyatani, A., & Yamamoto, M. (1998). Authentic Japanese: Progressing from intermediate to advanced. ??????????? (Japanese text edition). Tokyo: The Japan Times.

Kondo-Brown, K. (2006). How do English L1 learners of advanced Japanese infer unknown kanji words in authentic texts? Language Learning, 56(1), 109-153. doi: 10.1111%2Fj.00238333.2006.00343.x

Krashen, S. D. (1982). Principles and practice. Learning, 46(2), 327-369.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.

Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford, UK: Pergamon Press.

Kronenberg, F. A. (2012). Selection criteria for commercial off-the-shelf (COTS) video games for language learning. IALLT Journal of Language Learning Technologies, 42(2), 52-78.

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development (Vol. 398). Oxford, UK: Oxford University Press.

Lau, K. W., & Lee, P. Y. (2012). The use of virtual reality for creating unusual environmental stimulation to motivate students to explore creative ideas. Interactive Learning Environments, 1, 1-16. doi: 10.1080%2F10494820.2012.745426

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Long, M. H. (1985). Input and second language acquisition theory. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego: Academic Press.

Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557-587. doi: 10.1017%2FS0272263199004027

Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139. doi: 10.1016%2FS0079-7421%2802%2980005-6

McDaniel, R., Fiore, S. M., & Nicholson, D. (2010). Serious storytelling: Narrative considerations for serious games researchers and developers. In J. Cannon-Bowers & C. Bowers (Eds.), Serious game design and development: Technologies for training and learning (pp. 13-30). Hershey, PA: Information Science Reference.

Miller, M., & Hegelheimer, V. (2006). The SIMs meet ESL: Incorporating authentic computer simulation games into the language classroom. Interactive Technology & Smart Education, 4, 311-328.

Neville, D. O. (2010). Structuring narrative in 3D digital game-based learning environments to support second language acquisition. Foreign Language Annals, 43(3), 446-469. doi: 10.1111%2Fj.1944-9720.2010.01092.x

Neville, D. O., Shelton, B. E., & McInnis, B. (2009). Cybertext redux: Using digital game-based learning to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22(5), 409-424. doi: 10.1080%2F09588220903345168

Oka, M., Tsutsui, M., Kondo, J., Emori, S., Hanai, Y., & Ishikawa, S. (2009). Tobira: Gateway to advanced Japanese learning through content and multimedia. Tokyo: Kuroshio.

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. doi: 10.1016%2Fj.compedu.2008.06.004

Peterson, M. (2006). Learner interaction management in an avatar and chat-based virtual world. Computer Assisted Language Learning, 19(1), 79-103. doi: 10.1080%2F09588220600804087

Peterson, M. (2010a). Massively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429-439. doi: 10.1080%2F0958822 1.2010.520673

Peterson, M. (2010b). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41(1), 72-93. doi: 10.1177%2F10468781 09355684

Peterson, M. (2012). Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL, 24(3), 361-380. doi: 10.1017%2FS09 58344012000195

Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany, NY: SUNY Press.

Prensky, M. (2006). Don’t bother me, Mom, I’m learning!: How computer and video games are preparing your kids for 21st century success and how you can help! St. Paul, MN: Paragon House.

Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455. doi: 10.1080%2F095 88220802447859

Reinders, H. (Ed.). (2012). Digital games in language learning and teaching. Basingstoke, UK: Palgrave Macmillan.

Reinders, H., & Wattana, S. (2012). Talk to me! Games and students’ willingness to communicate. In H. Reinders (Ed.), Digital games in language learning and teaching (pp. 156-188). Basingstoke, UK: Palgrave Macmillan.

Reinhardt, J., & Sykes, J. M. (2012). Conceptualizing digital game-mediated L2 learning and pedagogy: Game-enhanced and game-based research and practice. In H. Reinders (Ed.), Digital games in language learning and teaching (pp. 32-49). Basingstoke, UK: Palgrave Macmillan.

Schwienhorst, K. (2002). Why virtual, why environments? Implementing virtual reality concepts in computer-assisted language learning. Simulation & Gaming, 33(2), 196-209. doi: 10.1177%2 F1046878102033002008

Squire, K. D. (2003). Video games in education. International Journal of Intelligent Games & Simulation, 2(1), 49-62.

Sykes, J. (2009). Learner requests in Spanish: Examining the potential of multiuser virtual environments for L2 pragmatic acquisition. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (Vol. 8, pp. 199-234). San Marcos, TX: CALICO.

Sykes, J. M., & Reinhardt, J. (2013). Language at play: Digital games in second and foreign language teaching and learning. Boston, MA: Pearson.

Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302-321. doi: 10.1017%2FS095834401200016X

Thomas, M. (2011). Digital education: Opportunities for social collaboration. New York: Palgrave Macmillan.

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). Basingstoke, UK: Palgrave Macmillan.

Thorne, S. L. (2008). Transcultural communication in open internet environments and massively multiplayer online games. In S. S. Magnan (Ed.), Mediating discourse online (pp. 305-327). Amsterdam: John Benjamins.

Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. The Modern Language Journal, 93, 802821. doi: 10.1111%2Fj.1540-4781.2009.00974.x

Thorne, S. L., & Fischer, I. (2012). Online gaming as sociable media. ALSIC: Apprentissage des Langues et Systèmes d’Information et de Communication, 15(1), 1-25. doi: 10.4000%2 Falsic.2450

Tolias, D., Exadaktylos, G., & Slattery, D. (2004). Designing and implementing a paradigm of interactive and communicative cultural playspaces in an on-line language learning program. In C. Stary & C. Stephanides (Eds.), User-centered interaction paradigms for universal access in the information society: 8th ERCIM International Workshop on User Interfaces for All (pp. 275-286). Berlin: Springer.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.

United Nations World Food Program. (2005). Food Force (Japanese version) [video game]. Tokyo, Japan: Konami Digital Entertainment, Inc. Retrieved from http://www.foodforce.konami.jp/ download/download.html

Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430.

Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert & G. M. Petrie (Eds.), CALL research perspectives (pp. 41-51). Mahwah, NJ: Lawrence Erlbaum.

Wilson, K. A., Bedwell, W. L., Lazzara, E. H., Salas, E., Burke, C. S., Estock, J. L., Orvis, K. L., et al. (2009). Relationships between game attributes and learning outcomes review and research proposals. Simulation & Gaming, 40(2), 217-266. doi: 10.1177%2F1046878108321866

Zheng, D., Young, M. F., Wagner, M., & Brewer, R. A. (2009). Negotiation for action: English language learning in game-based virtual worlds. The Modern Language Journal, 93(4), 489511. doi: 10.1111%2Fj.1540-4781.2009.00927.x

Downloads

Published

2014-01-31

Issue

Vol. 31 No. 1 (2014)

Section

Articles

How to Cite

Hitosugi, C. I., Schmidt, M., & Hayashi, K. (2014). Digital game–based learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-shelf videogame, Food Force, on learner affect and vocabulary retention. CALICO Journal, 31(1), 19-39. https://doi.org/10.11139/cj.31.1.19-39

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>