A scoping review of research on digital game-based language learning

Hung, Hsiu-Ting; Yang, Jie Chi; Hwang, Gwo-Jen; Chu, Hui-Chun; Wang, Chun-Chieh

doi:10.1016/j.compedu.2018.07.001

Cited by 321Educational Games and GamificationEFL/ESL Teaching and LearningDigital Games and Media

A scoping review of research on digital game-based language learning

Hung, Hsiu-Ting, Yang, Jie Chi, Hwang, Gwo-Jen, Chu, Hui-Chun, Wang, Chun-Chieh·2018·Computers & Education

DOI 10.1016/j.compedu.2018.07.001

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Abstract

Abstract The continuing attention to the educational value of digital games highlights the need for more focused literature reviews in order to identify critical gaps and opportunities in domain-specific areas. The current study thus set out to provide a scoping overview of empirical evidence on the use and impacts of digital games in language education from 2007 to 2016, as a means to advance the emerging research on digital game-based language learning (DGBLL). A total of 50 selected studies were systematically analyzed, revealing the following findings: (1) Most of the selected DGBLL studies adopted mixed methods to examine the educational use of digital games; (2) Immersive games, notably massively multiplayer online role-playing games, were the most common genre in the current DGBLL literature; (3) Most of the games for language learning were custom-built by DGBLL researchers; (4) Personal computers were the most common platforms for playing games to support language learning; (5) Most of the DGBLL studies adopted games to facilitate the learning of English as a second or foreign language; (6) Most of the research on DGBLL investigated learners with mixed levels of language proficiency; (7) University students were the most frequently selected samples in the existing DGBLL literature; and (8) The majority of DGBLL studies featured positive outcomes in regard to student learning, with the most frequently reported ones being related to affective or psychological states, closely followed by language acquisition. Taken as a whole, these findings reflect the diverse nature of this field and suggest the overall feasibility of using digital games for promoting the language and literacy learning of both native and non-native speakers in various aspects. Several promising but under-researched areas were also identified in this review, along with discussions on their implications for future investigations.

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Empirical research addressing incidental learning of foreign vocabulary through digital games among middle school students remains limited.
“In addition, empirical research addressing the incidental learning of foreign vocabulary through digital games among middle school students remains limited (Hung et al., 2018; Kazu and Kuvvetli, 2023).”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Hung et al., 2018
GBL combines educational content with competitive and interactive features and has gained attention as a promising method.
“GBL, which combines educational content with competitive and interactive features, has gained attention as a promising method (Hung et al., 2018).”
From Digital Game-Based Vocabulary Learning Using Kahoot! Perceptions, Engagement, and Achievement Among Moroccan EFL Young Learners (2026) · cites this paper as Hung et al., 2018
Embedding language content in interactive game formats can create environments where students receive immediate feedback, experience meaningful repetition, and collaborate with peers, factors that can significantly increase learner engagement and vocabulary retention.
“Embedding language content in interactive game formats can create environments where students receive immediate feedback, experience meaningful repetition, and collaborate with peers, factors that can significantly increase learner engagement and vocabulary retention (Hung et al., 2018; Laranjeira & Teixeira, 2025)).”
From Digital Game-Based Vocabulary Learning Using Kahoot! Perceptions, Engagement, and Achievement Among Moroccan EFL Young Learners (2026) · cites this paper as Hung et al., 2018
Another review reviewed how language learning, mediated through digital games, influenced student learning outcomes on different levels.
“and another reviewed how language learning, mediated through digital games, influenced student learning outcomes on different levels (Hung, Yang, Hwang, Chu, & Wang, 2018)”
From Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities (2020) · cites this paper as Hung, Yang, Hwang, Chu, & Wang, 2018

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Authors: Hung, H.-T., Yang, J. C., Hwang, G.-J., Chu, H.-C., & Wang, C.-C.
Affiliations: National Kaohsiung University of Science and Technology (TW)
National Central University (TW)
National Taiwan University of Science and Technology (TW)
Soochow University (TW)
Corresponding author: Yang, Jie Chi
ORCID: Hung, Hsiu-Ting
Yang, Jie Chi
Hwang, Gwo-Jen
Chu, Hui-Chun
Venue: Computers & Education
Publisher: Elsevier BV
Published: 2018-11
Volume: 126
Pages: 89-104
ISSN: 0360-1315 (ISSN-L)
DOI: 10.1016/j.compedu.2018.07.001
OpenAlex: W2810443585
Semantic Scholar: f29cf0b5a8e2a1b824336e6c9f572a4bb1bb3c5a
Cited by: 319
References: 80
Citations by year: 2026: 31 · 2025: 48 · 2024: 49 · 2023: 39 · 2022: 43 · 2021: 55 · 2020: 31 · 2019: 21 · 2018: 2
FWCI: 53.58
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Computers & Education (publishedVersion)
Funders: Ministry of Science and Technology in Taiwan (MOST 105-2511-S-008-009-MY3, MOST 106-2628-S-327-001-MY3)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Sociology and Political Science › Digital Games and Media
Keywords: digital game-based language learning, game-based learning, language learning, English as a second language, English as a foreign language, MMORPG, immersive games, affective learning outcomes, language acquisition, literacy learning, research gaps

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A scoping review of research on digital game-based language learning

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