VIDEO GAME-BASED LANGUAGE LEARNING AND LITERACY A systematic review of the current state of research on video game-based learning and language learning

Abstract

Over the last decades, the video game medium has become increasingly popular-ized and technologically advanced. Consequently, the learning sciences have started to investigate the pedagogical potential of this medium. Literacy researchers have argued that unique features of the video game medium offer possibilities for effective language learning. This study sets out to identify what theories guide games design utilized for lan-guage learning, what game designs were consequently considered relevant, and what learning gains were identified using these games. To answer this question, an inductive systematic literature review with a qualitative approach was conducted. The study relates to the fields of game-based learning, literacy and language learn-ing and these concepts informed the search strategy. The search was carried out in five databases, and 21 articles were ultimately included in the study. Using con-stant comparative analysis, four categories of studies were identified and underly-ing theory, design, and learning gains were described. The results suggest that video games designed using theories from the fields of lit-eracy or cognitive attention can be used to give a boost to fundamental literacy skills such as phonological awareness, but also in some cases vocabulary, among children around the age of school entry. Studies on serious games targeting primar-ily vocabulary were difficult to analyze since theoretical and methodological ap-proaches were very diverse. Studies investigating serious games centered around a narrative report problematic results. Case studies on commercial games identify language learning opportunities using video games, but struggle with the question of generalizability and applicability. Theoretically, the review points out that the concept of game-based learning is not entirely easily defined, since the concept of “game” is sometimes used in tandem with other concepts which highlight different aspects of the design. Additionally, it is difficult to tie specific game design elements to successful learning outcomes. Practically, the review suggests that game-based learning may be of particular value to disadvantaged schools or individuals in order to promote fundamental lit-eracy skills.