TY - GEN
T1 - A Review of Game-Based Research for English Language Learning in S&G Interdiscipline Journal
AU - Nitisakunwut, Panicha
AU - Soranastaporn, Songsri
N1 - Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - Many experimental studies on game-based learning have resulted in constructive learners’ learning outcomes, especially simulation and gaming for English language learning. However, there has been disagreement on the outcome of game-based learning. This leads to the necessity to conduct a systematic review on simulation and gaming studies to provide comprehensive analysis regarding to their effectiveness and implementation. This article carries out a review of literature research in terms of identifying research evidence about the positive impacts of games for language as a means to address the best practices and guidance for the implementation of game-based for language education. This article reviews and describes relevant simulation and game-based learning (GBL) studies published in S&G Interdiscipline journals from 2000 to 2019. Set keywords “gam*” related to simulation and gaming or game-based learning”, and language related words for example “literacy”, “ESL”, “EFL”, “listening”, speaking”, “writing” were used to search for articles on the database. 561 studies were found. Only 14 studies met the set inclusion criteria. The findings suggest that simulation-based gaming and debriefing would be beneficial for English language teaching, especially composition and literacy classrooms even though these studies are subject to limitations.
AB - Many experimental studies on game-based learning have resulted in constructive learners’ learning outcomes, especially simulation and gaming for English language learning. However, there has been disagreement on the outcome of game-based learning. This leads to the necessity to conduct a systematic review on simulation and gaming studies to provide comprehensive analysis regarding to their effectiveness and implementation. This article carries out a review of literature research in terms of identifying research evidence about the positive impacts of games for language as a means to address the best practices and guidance for the implementation of game-based for language education. This article reviews and describes relevant simulation and game-based learning (GBL) studies published in S&G Interdiscipline journals from 2000 to 2019. Set keywords “gam*” related to simulation and gaming or game-based learning”, and language related words for example “literacy”, “ESL”, “EFL”, “listening”, speaking”, “writing” were used to search for articles on the database. 561 studies were found. Only 14 studies met the set inclusion criteria. The findings suggest that simulation-based gaming and debriefing would be beneficial for English language teaching, especially composition and literacy classrooms even though these studies are subject to limitations.
KW - English learning and teaching
KW - Game-based English language learning
KW - Game-based learning
KW - Gaming
KW - Simulation
UR - https://www.scopus.com/pages/publications/85107292217
U2 - 10.1007/978-3-030-72132-9_10
DO - 10.1007/978-3-030-72132-9_10
M3 - Conference contribution
AN - SCOPUS:85107292217
SN - 9783030721312
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 109
EP - 114
BT - Simulation Gaming Through Times and Disciplines - 50th International Simulation and Gaming Association Conference, ISAGA 2019, Revised Selected Papers
A2 - Wardaszko, Marcin
A2 - Meijer, Sebastiaan
A2 - Lukosch, Heide
A2 - Kanegae, Hidehiko
A2 - Kriz, Willy Christian
A2 - Grzybowska-Brzezińska, Mariola
PB - Springer Science and Business Media Deutschland GmbH
T2 - 50th International Simulation and Gaming Association Conference, ISAGA 2019
Y2 - 26 August 2019 through 30 August 2019
ER -