Digital Game-based Learning (DGBL) in the L2 Classroom: The Impact of the UN's Off-the-Shelf Videogame, Food Force, on Learner Affect and Vocabulary Retention

• Published in: CALICO journal Vol. 31; no. 1; pp. 19 - 39
• Main Authors: Hitosugi, Claire Ikumi, Schmidt, Matthew, Hayashi, Kentaro
• Format: Journal Article
• Language: English
• Published: Equinox Publishing Ltd 01.01.2014; Computer Assisted Language Instruction Consortium; Equinox Publishing, Ltd
• Subjects: Affective Behavior; Calico; Computer Assisted Language Learning; Computer Software; Educational Activities; Famine; Games; Gender Differences; Japanese; Japanese language; Language acquisition; Learner engagement; Memory; Mixed Methods Research; Narratives; Pretests Posttests; Program Effectiveness; Recall (Psychology); Second Language Instruction; Second Language Learning; Social interaction; Student Attitudes; Student Motivation; Study and teaching; Surveys; Teaching Methods; Technology Uses in Education; Textbooks; Video Games; Vocabulary; Vocabulary Development; Vocabulary Instruction; Vocabulary Learning
• ISSN: 0742-7778; 2056-9017
• DOI: 10.11139/cj.31.1.19-39

This mixed-methods study explored the impact ofFood Force (FF), a UN-sponsored off-the-shelf videogame, on learner affect and vocabulary learning and retention in a Japanese as a second/foreign language classroom. The videogame was integrated into an existing curriculum and two studies were performed. In Study 1 (n= 9), new vocabulary was embedded in task sheets. Study 2 (n= 11) introducedFFvocabulary explicitly and included a graded unit test. In both studies, participants took threeFFvocabulary tests (pre-, post-, and delayed) and an end-of-unit affect survey. Study 2 also included textbook vocabulary tests and interviews. Results indicated positive impact on learner affect and a preference for game-mediated activities over conventional exercises. Within-subject repeated-measure analysis revealed that participants in both groups recalled newFFvocabulary five weeks later at the same rate as immediately after the unit, while they significantly forgot words from the textbook. Study 2 resulted in better learning ofFFwords than Study 1. No gender difference was found in vocabulary test results. PositiveFFeffects may be evidence that digital game-based learning facilitates deep learning. Though there was significant positive effect on average, individual differences were found in students' attitudes and vocabulary retention.