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Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review
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Abstract The aim of this systematic literature review was to examine the empirical evidence for the effectiveness of digital games on second language learning between 2014 and 2018, with a focus on participants 6–18 years old. The initial search yielded 578 results, from which a total of 26 articles were included in the final content analysis. The analysis of the included studies revealed: (1) the majority of studies were conducted with a mixed methods design; (2) most studies used computers as the gaming platform; (3) the most common game genre was educational games or educational mini games; (5) most games were designed for learning; (4) research was mainly conducted in East Asia and the Middle East; (5) the primary context of study was within a formal learning environment; and (6) the target language was usually English. Further analysis suggests that digital learning games (DLGs) may benefit players' language acquisition, affective/psychological state, contemporary competences, and participatory behavior. An inductive analysis revealed six key game features highlighted within the studies that influenced the outcomes: ease-of-use, challenge (at one's zone of proximal development), rewards and feedback, control or autonomy, goal-orientation, and interactivity. In addition to game features, associations between context and outcomes were also explored: studies conducted within a formal learning environment, with or without teacher facilitation, resulted in mostly positive language acquisition results, meaning DLGs can be implemented successfully within schools. Based on the overall findings, it is clear that DLGs are an effective tool, but future research should explore how they can best be implemented in the classroom setting.
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“Educationally, DGBVL has been found to enhance learner motivation and engagement as well as to promote higher interaction and autonomy [29,31,32].”
From The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us (2021) · cites this paper as [29]
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Metadata
- Authors
- Acquah, E. O., & Katz, H. T.
- Affiliations
- Åbo Akademi University (FI)
- Corresponding author
- Acquah, Emmanuel O.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2020-01
- Volume
- 143
- Pages
- 103667
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2969402346
- Semantic Scholar
- beefa30b97f709a43b936bde9361b0974c65780f
- Cited by
- 280
- References
- 69
- Citations by year
- 2026: 39 · 2025: 48 · 2024: 51 · 2023: 54 · 2022: 43 · 2021: 26 · 2020: 16
- FWCI
- 4.07
- Type
- journal article
- Language
- en
- Open access
- green
- research.abo.fi
- Licence
- Locations
- Computers & Education (publishedVersion)
- Åbo Akademi University Research Portal (submittedVersion, other-oa)
- 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
- video games, second language acquisition, game-based learning, language acquisition, game features, zone of proximal development, learner autonomy, affective learning outcomes, formal learning environments, teacher as facilitator, English as a second language
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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