Cybertext redux: Using digital game-based learning to teach L2 vocabulary, reading, and culture | Culture and communication in digital worlds

Author(s): David O. Neville, Brett E. Shelton, Brian McInnis

Year of publication: 2009

Keywords: Digital game-based learning (DGBL), Interactive fiction (IF), Second language acquisition (SLA), Vocabulary retention, Cultural contexts

Methodology/Sample: Mixed method/7 students

Reference: 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. https://doi.org/10.1080/09588220903345168

Abstract

The essay reports on a mixed-methods study using an interactive fiction (IF) game to teach German vocabulary, reading, and culture to university students. The study measured knowledge retention and transfer, and evaluated the attitudes of students toward the game. The results tentatively indicate that contextualized, immersive role play may have helped students to learn. Nevertheless, most students were apprehensive about the game as a learning platform given the departure from traditional instruction. New research findings related to the software design and development process, and student involvement in this process, are also discussed.

> Summary

The study explores using an interactive fiction game to teach German vocabulary and culture to university students.
Results suggest that game-based learning may enhance knowledge retention and transfer.
Students showed apprehension towards the game compared to traditional instruction methods.
The research highlights the need for effective implementation strategies for digital game-based learning in second language acquisition.

> Problem statement

The game created learner uncertainty due to its open-ended nature and unclear objectives.
Sudden immersion into the game disrupted the learning process and sense of flow.
Students perceived the game as a series of points rather than an exploratory environment.
Scaffolding in the game was insufficient, leading to student frustration with progress.
Many students found the game too difficult for their language expertise level.
The instructional use of interactive fiction (IF) has seen less usage due to GUI developments.
Students were apprehensive about the game as a learning platform, preferring traditional instruction.

> Methods used

The study employed a mixed-methods approach, combining quantitative and qualitative measurements of vocabulary retention and student attitudes toward the game.
Player self-estimates of cognitive load were used to assess mental effort during gameplay.
The ARCS model was utilized to evaluate attention, relevance, confidence, and satisfaction in learning outcomes.
Debriefing interviews were conducted to gather qualitative data on the learning experience.
An in-class assessment measured retention and transfer of vocabulary for both control and experimental groups.
The study emphasized the importance of cognitive load in learning through interactive media.

> Practical implications

The study suggests that interactive fiction (IF) can enhance vocabulary learning through immersive role play in cultural contexts.
IF may be revisited as a valuable tool for culturally contextualized language instruction.
The findings indicate that DGBL students performed better in vocabulary retention and transfer compared to traditional methods.
Further longitudinal studies are recommended to assess the long-term impact of DGBL on second language acquisition methodologies.
The research highlights the need for effective interface design to improve accessibility and enjoyment of IF for diverse learners.