Exploring the Impact of Game-Based Learning on English Language Proficiency: Student Engagement, Educator Perceptions, and Implementation Challenges
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Published:
Mar 29, 2024
Keywords:
Game-based learning, English language proficiency, Student engagement, Educator perceptions, Implementation challenges
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Articles
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Abstract
This research explores the impact of game-based learning on English language proficiency, student engagement, educator perceptions, and implementation challenges. Through a mixed-methods approach, including pre- and post-intervention language assessments, interviews, and focus group discussions, the study investigates the effectiveness of game-based pedagogy in enhancing language learning outcomes. Quantitative analysis of assessment scores reveals significant improvements in both receptive and productive language skills among participants engaged in game-based learning activities. Qualitative data illuminate heightened levels of student engagement and motivation, as well as positive perceptions of game-based pedagogy among educators. However, challenges such as inequities in access to technology resources and the need for professional development for educators are identified. The findings underscore the transformative potential of game-based learning in fostering English language proficiency and inform theory, practice, and policy in language education. By leveraging these insights, stakeholders can work collaboratively to enhance language learning outcomes and promote innovation and inclusivity in English language education.
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How to Cite
Henriques, & Oliveira. (2024). Exploring the Impact of Game-Based Learning on English Language Proficiency: Student Engagement, Educator Perceptions, and Implementation Challenges. International Journal of Curriculum Development, Teaching and Learning Innovation, 2(2), 53–60. https://doi.org/10.35335/curriculum.v2i2.162
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Dodaro, E. (2015). The localization of video games: a study on the practical applications and their linguistic challenges.
Ge, X., & Ifenthaler, D. (2018). Designing engaging educational games and assessing engagement in game-based learning. In Gamification in education: Breakthroughs in research and practice (pp. 1–19). IGI Global.
Giannakas, F., Kambourakis, G., Papasalouros, A., & Gritzalis, S. (2018). A critical review of 13 years of mobile game-based learning. Educational Technology Research and Development, 66, 341–384.
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Holden, C. L., & Sykes, J. M. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning (IJGBL), 1(2), 1–18.
Irava, V., Pathak, A., DeRosier, M., & Chatterjee Singh, N. (2019). Game-based socio-emotional skills assessment: A comparison across three cultures. Journal of Educational Technology Systems, 48(1), 51–71.
Johansen, S. E. (2015). The mighty weight of tradition: An evaluation of grammar exercises in EFL textbooks based on communicative and Cognitive Principles. The University of Bergen.
Jukes, I., & Schaaf, R. L. (2018). A brief history of the future of education: Learning in the age of disruption. Corwin Press.
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Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800–810.
Laine, T. H., & Lindberg, R. S. N. (2020). Designing engaging games for education: A systematic literature review on game motivators and design principles. IEEE Transactions on Learning Technologies, 13(4), 804–821.
Landers, R. N., Armstrong, M. B., & Collmus, A. B. (2017). How to use game elements to enhance learning: Applications of the theory of gamified learning. Serious Games and Edutainment Applications: Volume II, 457–483.
Mangaroska, K., & Giannakos, M. (2018). Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies, 12(4), 516–534.
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Pellas, N., & Mystakidis, S. (2020). A systematic review of research about game-based learning in virtual worlds. J. Univers. Comput. Sci., 26(8), 1017–1042.
Redding, S. (2014). Personal Competency: A Framework for Building Students’ Capacity to Learn. Center on Innovations in Learning, Temple University.
Riebe, L., Roepen, D., Santarelli, B., & Marchioro, G. (2010). Teamwork: effectively teaching an employability skill. Education+ Training, 52(6/7), 528–539.
Sabourin, J. L., Shores, L. R., Mott, B. W., & Lester, J. C. (2013). Understanding and predicting student self-regulated learning strategies in game-based learning environments. International Journal of Artificial Intelligence in Education, 23, 94–114.
Sanchez, A., Cannon-Bowers, J., & Bowers, C. (2010). Establishing a science of game based learning. In Serious game design and development: Technologies for training and learning (pp. 290–304). IGI Global.
Shapiro, J. (2018). Digital Play for Global Citizens: A Guide from the Joan Ganz Cooney Center at Sesame Workshop. Joan Ganz Cooney Center at Sesame Workshop.
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Springer.
Xu, Z., Chen, Z., Eutsler, L., Geng, Z., & Kogut, A. (2020). A scoping review of digital game-based technology on English language learning. Educational Technology Research and Development, 68(3), 877–904.
Yukselturk, E., Altıok, S., & Başer, Z. (2018). Using game-based learning with kinect technology in foreign language education course. Journal of Educational Technology & Society, 21(3), 159–173.
Bărbuceanu, C. D. (2020). Teaching the digital natives. Revista de Științe Politice. Revue Des Sciences Politiques, 65, 136–145.
Collins, J. A. (2014). Student Engagement in Today’s Learning Environments: Engaging the Missing Catalyst of Lasting Instructional Reform. Rowman & Littlefield.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15.
Dodaro, E. (2015). The localization of video games: a study on the practical applications and their linguistic challenges.
Ge, X., & Ifenthaler, D. (2018). Designing engaging educational games and assessing engagement in game-based learning. In Gamification in education: Breakthroughs in research and practice (pp. 1–19). IGI Global.
Giannakas, F., Kambourakis, G., Papasalouros, A., & Gritzalis, S. (2018). A critical review of 13 years of mobile game-based learning. Educational Technology Research and Development, 66, 341–384.
Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3(2), 5–34.
Gray, T., & Ross, C. (2020). The effects of an experiential learning course on secondary student achievement and motivation in Geometry. University of Missouri-Saint Louis.
Holden, C. L., & Sykes, J. M. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning (IJGBL), 1(2), 1–18.
Irava, V., Pathak, A., DeRosier, M., & Chatterjee Singh, N. (2019). Game-based socio-emotional skills assessment: A comparison across three cultures. Journal of Educational Technology Systems, 48(1), 51–71.
Johansen, S. E. (2015). The mighty weight of tradition: An evaluation of grammar exercises in EFL textbooks based on communicative and Cognitive Principles. The University of Bergen.
Jukes, I., & Schaaf, R. L. (2018). A brief history of the future of education: Learning in the age of disruption. Corwin Press.
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218.
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800–810.
Laine, T. H., & Lindberg, R. S. N. (2020). Designing engaging games for education: A systematic literature review on game motivators and design principles. IEEE Transactions on Learning Technologies, 13(4), 804–821.
Landers, R. N., Armstrong, M. B., & Collmus, A. B. (2017). How to use game elements to enhance learning: Applications of the theory of gamified learning. Serious Games and Edutainment Applications: Volume II, 457–483.
Mangaroska, K., & Giannakos, M. (2018). Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies, 12(4), 516–534.
Marston, A., & Marston, S. (2018). Type R: Transformative resilience for thriving in a turbulent world. Hachette UK.
Obi, N. (2020). SOCIOLINGUISTICS AND ENGLISH LANGUAGE TEACHING AND LEARNING: A PERSPECTIVE OF SOCIOLINGUISTIC COMPETENCE. INTERNATIONAL JOURNAL OF LANGUAGES, LINGUISTICS AND LITERARY STUDIES (JOLLS), 9(4), 8.
Pearce, C. (2011). Communities of play: Emergent cultures in multiplayer games and virtual worlds. MIT press.
Pellas, N., & Mystakidis, S. (2020). A systematic review of research about game-based learning in virtual worlds. J. Univers. Comput. Sci., 26(8), 1017–1042.
Redding, S. (2014). Personal Competency: A Framework for Building Students’ Capacity to Learn. Center on Innovations in Learning, Temple University.
Riebe, L., Roepen, D., Santarelli, B., & Marchioro, G. (2010). Teamwork: effectively teaching an employability skill. Education+ Training, 52(6/7), 528–539.
Sabourin, J. L., Shores, L. R., Mott, B. W., & Lester, J. C. (2013). Understanding and predicting student self-regulated learning strategies in game-based learning environments. International Journal of Artificial Intelligence in Education, 23, 94–114.
Sanchez, A., Cannon-Bowers, J., & Bowers, C. (2010). Establishing a science of game based learning. In Serious game design and development: Technologies for training and learning (pp. 290–304). IGI Global.
Shapiro, J. (2018). Digital Play for Global Citizens: A Guide from the Joan Ganz Cooney Center at Sesame Workshop. Joan Ganz Cooney Center at Sesame Workshop.
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Springer.
Xu, Z., Chen, Z., Eutsler, L., Geng, Z., & Kogut, A. (2020). A scoping review of digital game-based technology on English language learning. Educational Technology Research and Development, 68(3), 877–904.
Yukselturk, E., Altıok, S., & Başer, Z. (2018). Using game-based learning with kinect technology in foreign language education course. Journal of Educational Technology & Society, 21(3), 159–173.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.