Understanding Students’ In-Depth Learning Experience in a Pedagogically Integrated Language Game: A Mixed-Methods Case Study

• In Event: Technology in Language Education: From Games to AI-Powered Apps

Abstract

Digital game-based learning has gained significant attention in language teaching and technology. While digital game-based second language learning (DGBL2L) offers benefits, designing interventions that integrate comprehensive language skills and robust theoretical frameworks remains challenging. This study, part of a multiphase research project guided by Sociotechnical-Pedagogical Systems Theory, evaluates a virtual world game incorporating task-based language teaching pedagogy that supports intermediate English language learners’ listening, speaking, reading, and writing skills development. Eight international students participated in this study. Data collected via post-game interviews and thematically analyzed. The study highlights learners’ in-depth learning experiences facilitated by the intervention, aligning with its design intentions. The findings suggest a theoretically grounded approach and offer directions for future research and development in this evolving field.

Authors

• Rui Tammy Huang, University of Florida

• Matthew Schmidt, University of Georgia