To Game or Not to Game

   

         I have mixed feelings about gamification and second language learning.  In my district, we use gamified programs that are specifically designed to help students with language learning and literacy.  I tend to find that students often don’t realize why they are getting certain points in the game, and that they often randomly hit buttons until they get the points they wanted. When the games have moments that more clearly model and give feedback (and are inherently less gamified), the students are not as happy to be using the programs. In general, when students use these programs, they are using them independently; I have wondered if I would feel differently about the programs if there were more adult interaction or feedback during the students’ time using these programs. One program that we use a lot is Imagine Learning. Beyond first grade, it is hard to find time within the students’ day to spend the required amount of time playing each week, and I find that after first grade, many students do not want to play.

Scholz and Schulze (2017) focused more on games that are not specifically made for language development as a way to help users in their language journeys.  He does, however, say that very little research has been done in ways that can concretely speak to the efficacy of gamification and second language development. He explains, “To argue for the usefulness of DGBLL is therefore to argue the efficacy of transfer from the game environment to various external contexts” (Scholz & Schulze, 2017). It makes sense to me that playing social games online in a second language would help someone become more efficient and comfortable with certain aspects of that second language; this to me sounds similar to the traditional development of BICS; many second language learners develop social language quickly from social interactions and everyday exposure, but development of CALPs is more complicated.  And I would argue that achieving well-rounded language development from gameplay would be difficult. 

As a teacher, I have not considered using the games that my students play at home for instructional purposes. Some of the reasons that I would not feel comfortable are that some games are not age appropriate or appreciated by many parents, but if certain popular games made modes geared towards use in educational settings, I could definitely see how that would motivate and connect my students as learners. I do use short technology-based games like Kahoot often for engagement reasons and for review, but I do not rely on games for major language development. I do need to learn more about the potential for incorporating popular games into my teaching. As stated by Nguyen (2021), “From Minecraft to the Game of Life and Werewolf, effective games like March Mammal Madness link content with low-stakes competition and can provide a more collaborative, engaging classroom experience—especially for students who may struggle to focus or find their niche in learning.”

Nguyen, H.P. (2021). How to use gameplay to enhance classroom learning. Edutopia.https://www.edutopia.org/article/how-use-gameplay-enhance-classroom-learning/

Scholz, K. W., & Schulze, M. (2017). Digital-gaming trajectories and second language development. Language learning & technology, 21(1), 100-120. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44597/1/21_01_scholzschulze.pdf