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“He who knows no foreign languages knows nothing of his own.” – Johann Wolfgang von Goethe

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DIGITAL GAMES AND SECOND LANGUAGE LEARNING
Acquah, E. & Katz, H. (2020; online first 2019). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. Computers in Education, 143.
In a recent systematic literature review, our project colleagues Emmanuel Acquah and Heidi Katz concluded that digital learning games are effective tools for language learning. Studies conducted within a formal learning environment, with or without teacher adaptation, resulted in mostly positive language acquisitions.
Digital learning games (DLG) can benefit players’ language acquisition, affective/psychological states, contemporary skills, and participatory behavior. Six important game features that affect the results were highlighted in particular. These are:
- Ease of use
- Challenge in the zone of proximal development
- Rewards and feedback
- Control or autonomy
- Goal orientation
- Interactivity
However, more research is needed on how digital learning games can best be implemented in the classroom.

GAME ELEMENTS MAKE LEARNING FUN, AMONG OTHER THINGS
The article highlights some important points about why digital games can promote learning. In addition to making learning more fun, games and game elements can increase interest and motivation.
The structure of a game gives a sense of control and competence, as games are usually divided into smaller sequences, providing immediate feedback and the opportunity for repetition.
Cooperation, challenges, and/or competition elements can increase motivation. The combination of sound, image, and movement also supports learning and the underlying neurological mechanisms.

NEW PUBLICATION: IMPROVING IMMIGRANT INCLUSION THROUGH THE DESIGN OF A DIGITAL LANGUAGE LEARNING GAME
Katz, H., Acquah, E., Bengs, A., Sten, F., & Wingren, M. (2022). Improving immigrant inclusion through the design of a digital language learning game. In O. Bernardes & V. Amorim (eds.), Promoting Economic and Social Development Through Serious Games. IGI Global.
A new book chapter from the REDIT project is now available. Here we present the user-centered design (UCD) process and co-creative approach, which we apply in the development of the game.
We also present findings from a background study identifying the needs and experiences of preparatory education teachers and integration training instructors.
In short, our UCD process is an iterative design and development process constituting four phases:
- Background research, including:
- a systematic literature review on digital games for second language acquisition.
- benchmarking of existing digital language learning games.
- curriculum analysis.
- interviews with preparatory education teachers about their needs and experiences.
- Ideation and concept development, including:
- defining content, functions, features, and usability.
- testing the ideas with intended end-users.
- Design and development, including:
- iterative game design and development;
- user research feeding into the iterative design and development process. Here we employ a mixed methods approach to gain insight into usability, playability, and game outcomes.
- Implementation and evaluation, including evaluation of long-term outcomes, the efficacy of game features and functions, usability, etc.
Follow the link below to read more.
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