1. Why digital games?
Games have been popular with language teachers (and learners) for decades, as they can provide engaging and fun ways for learners to interact and practise language. Digital games – that is, games that are mediated with technology – are less commonly found in language classrooms, but can be equally, if not more, engaging for learners. Digital game-based learning (DGBL) has been the subject of much writing and research in recent years. Proponents suggest that DGBL is an effective way of engaging especially younger (primary and secondary) students in not just learning content, but also in developing critical-thinking and more complex problem-solving skills.
2. Can you give me some examples
By digital games, I am referring to complex ‘serious’ or ‘educational’ games that require some thought and effort – not mechanical language manipulation games such as ‘drag-and-drop’ or ‘fill-in-thegap’ activities on a computer. As computing power and graphics have developed, so more sophisticated, visually interesting games have appeared for all ages. There are Massive Multiplayer Online Role-Playing Games (MMORPGs), such as World of Warcraft or Skyforge, popular with adolescents and adults. There is Moshi Monsters, a simple cartoon-based digital world aimed at very young children, or Minecraft, popular with pre-teens and teens. However, not all digital games are based on beautiful graphics and/or imaginary worlds. Interactive fiction is a text-based digital game genre, in which players make choices based on information delivered in text format. A good example of a text-based educational game is Spent, in which players have to try to survive on a very low income by making lifestyle choices. The aim of this game is to raise awareness of poverty in the USA.
How can they be used with language learners?
Playing digital games in English gives students the opportunity to engage with and practise the language in meaningful (and fun) contexts. Even games that are not specifically designed for language learning can be used effectively with English language students. An excellent book that provides a wealth of ideas and activities for using digital games with students is Digital Play by Graham Stanley and Kyle Mawer1. As just one example, Moshi Monsters can be played with a group of very young learners. The teacher registers on the site, and controls the computer in class (which needs to be connected to the internet). The teacher and class together choose one monster to adopt on the site, and then spend five to ten minutes at the beginning of every lesson playing with the monster online as a group, over a period of several weeks. The monster needs to be looked after, fed and taken for walks, and it can also play simple language games. See Digital Play for more on how to carry out a Moshi Monsters project with very young learners.
Are there any games for language learners
Some ELT publishers offer digital games for children. For example, Pearson’s Poptropica is an online game in which the player needs to visit different islands, play online and communicate with others, and resolve a problem by overcoming obstacles or completing tasks. The ELT version of the game includes print books that reinforce language learning. However, most teachers who use digital games with their students prefer to use ‘authentic’ games (those that aren’t specifically designed for language teaching), many of which can be highly motivating.
Can they really help students learn?
The potential for well-designed games to support language learning is well documented2. There is evidence that some educational games can lead to gains in vocabulary acquisition3, as well as support the use of certain communicative strategies, such as information-seeking, strategising, socialising and problem-solving4. But not all games are created equal. The research appears most promising for learners interacting in MMORPGs outside the classroom. The amount of time spent playing – and being exposed to English in a real communicative context – is a key factor.
1 Stanley, G and Mawer, K Digital Play Delta Publishing 2010
2 Gee, J P ‘Foreword’ In Reinders, H (Ed) Digital Games in Language Learning and Teaching Palgrave Macmillan 2012
3 Sundqvist, P Extramural English Matters: Out-of-school English and Its Impact on Swedish Ninth Graders’ Oral Proficiency and Vocabulary Karlstad University Studies 2009
4 Li, Z, Chiu, C-C and Coady, M R ‘The transformative power of gaming literacy: what can we learn from adolescent English language learners’ literacy engagement in World of Warcraft (WoW)?’ In Gerber, H R and Schamroth Abrams, S (Eds) Bridging Literacies with Videogames Sense Publishers 2014
Nicky Hockly has been involved in EFL teaching and teacher training since 1987. She is Director of Pedagogy of The Consultants-E, an online teacher training and development consultancy. She is the prize-winning author of several books about language teaching and technology, most recently Focus on Learning Technologies (OUP). She maintains a blog at www.emoderationskills.com. [email protected]
