Using Narrative based Contextual Games to Enhance Language Learning: A Case Study

• Published in: Educational Technology ＆ Society Vol. 21; no. 3; pp. 186 - 198
• Main Authors: Chen, Zhi-Hong, Chen, Howard Hao-Jan, Dai, Wan-Jhen
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology ＆ Society 01.07.2018; National Taiwan Normal University; International Forum of Educational Technology & Society
• Subjects: Academic Achievement; Achievement Tests; Case Studies; College Science; College Students; Computer Assisted Instruction; Computer Games; Computer supported collaborative learning; Computers; Educational Environment; Educational Resources; Educational Technology; English; English (Second Language); Feasibility studies; Foreign Countries; Game Based Learning; Games; Gamification; Goal Orientation; Individual Differences; Influence of Technology; Language Acquisition; Language arts software; Language Proficiency; Learner Engagement; Learning; Learning Activities; Learning Experience; Learning Processes; Learning Theories; Pretests Posttests; Questionnaires; Science Instruction; Second Language Instruction; Second Language Learning; Second Languages; Special Issue Articles; Statistical Analysis; Student Behavior; Student Participation; Students; Teaching Methods; Video Games; Virtual Classrooms; Vocabulary Development; World Problems; Taiwan; Context; Narrative; Game-based learning; Language learning
• ISSN: 1176-3647; 1436-4522; 1436-4522

This paper describes a narrative-based design framework that organizes three narrative elements (i.e., storyline, character, and quest) to support a contextual game-based environment for language learning. Using this design framework, a Planet Adventure system was developed to examine its feasibility and its effects on student language learning. A case study with 61 college students who used the game-based system to learn English vocabulary words was conducted. The findings revealed that their learning achievement was enhanced after using the system. The majority of the students favored the game-based learning experience. Based on these data and behavior logs, the students can be sorted into three clusters with different learning patterns. The findings and implications of developing contextual game-based learning environments are also discussed.