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

Autor/inn/en	Hitosugi, Claire Ikumi; Schmidt, Matthew; Hayashi, Kentaro
Titel	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
Quelle	In: CALICO Journal, 31 (2014) 1, S.19-39 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Mixed Methods Research; Video Games; Technology Uses in Education; Japanese; Second Language Instruction; Vocabulary Development; Affective Behavior; Teaching Methods; Pretests Posttests; Surveys; Program Effectiveness; Student Motivation; Memory; Recall (Psychology); Gender Differences + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Japaner; Japanisch; Fremdsprachenunterricht; Wortschatzarbeit; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Schulische Motivation; Gedächtnis; Abberufung; Geschlechterkonflikt
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. (As Provided).
Anmerkungen	Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: info@calico.org: Web site: http://calico.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10