The DOI matches its Crossref record.
Digital Games in Language Learning and Teaching
Abstract
This edited volume explores how digital games have the potential to engage learners both within and outside the classroom and to encourage interaction in the target language. This is the first dedicat
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Citations
Cited by
Sorted by citations
Items 201–245 of 245
Blustery with an Occasional Downpour
Maie, R., & Salen, B. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.011
Task-Based Language Teaching and Indigenous Language Revitalisation
Riestenberg, K. J., & Sherris, A. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.021
Task-Based Language Teaching in a Japanese University
Lambert, C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.008
Training for Tasks the Cooperative Way
McMillan, N., & Jordan, G. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.028
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.012
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.001
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.009
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.010
Input: Creating a Language-Rich Learning Environment
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.004
A Place for Practice in the Language Classroom
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.007
Ahmadian, M. J., & Long, M. H. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.038
Encouraging a Focus on Language Form
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.006
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.011
Ahmadian, M. J., & Long, M. H. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.037
Fostering an Inclusive Language Classroom
Erlam, R., Philp, J., & Feick, D. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108869812.003
Vyatkina, N. (2022) · Routledge eBooks · doi:10.4324/9781351117586-18
“…these studies confirm the benefits of gaming for L2 vocabulary learning, including multiple opportunities for practice, language socialization, and contextualized learning, access to discourse diversity and complexity, and lowered affective filters (Reinders, 2012; Reinhardt & Sykes, 2014).”
Background(2018) · SAIL · doi:10.30687/2610-9557
The Perceived Appropriateness of Digital Games From ELL Teachers
Alshaya, K., & Beck, P. (2021) · IGI Global eBooks · doi:10.4018/978-1-6684-3710-0.ch082
Dalton, G., & Devitt, A. (2018) · IGI Global eBooks · doi:10.4018/978-1-5225-7663-1.ch052
Loewen, S. (2015) · International Journal of Applied Linguistics · doi:10.1111/ijal.12127
Kuhn, J. (2018) · The TESOL Encyclopedia of English Language Teaching · doi:10.1002/9781118784235.eelt0412
Churchill, D. (2017) · Springer texts in education · doi:10.1007/978-981-10-3776-4_5
Estudios de lingüística aplicada IV
de València, U. P., Pastor, M. L. C., Periñán-Pascual, C., de València, U. P., Forteza, F. R., de València, U. P., Cazevieille, F. O., & de València, U. P. (2020) · Editorial Universitat Politècnica de València eBooks · doi:10.4995/sclin.2020.662701
Musaoglu, S. (2020) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1580175
“utilized to increase learners’ motivation, engagement, interaction and participation (Prensky, 2003; Gee, 2012; Reinders, 2012).”
BackgroundMethodPlayer perceptions of informal learning in non-educational games
Välisalo, T., Vahlo, J., & Tuuri, K. (2022) · European Conference on Games Based Learning · doi:10.34190/ecgbl.16.1.745
“Furthermore, non-educational games have been used in teaching a variety of subjects such as languages Chen and Yang, 2012; Reinders, 2012), history (Squire 2005), and science (de Aldama and Pozo, 2020).”
BackgroundThe Impact of Language on Students’ Emotional States in Educational Games: A Comparative Study
Assaf, D. A., Al‐Thani, D., & Banire, B. (2022) · Electronic workshops in computing · doi:10.14236/ewic/hci2022.10
“There is an increasing interest in the use of digital games for language learning and teaching nowadays(Goumas, Terzopoulos, Tsompanoudi, & Iliopoulou, 2020; Peterson, 2016; Reinders, 2012) Specifically, studies used commercial games to examine how games enhance teaching and language learning.”
BackgroundTemanyt 70 – Mundtlighed og performativitet
Svarstad, L., Meyer, B., Frederiksen, K.-M., et al. (2020) · Sprogforum Tidsskrift for sprog- og kulturpædagogik · doi:10.7146/spr.v26i70.131632
fremmedsprogspædagogik, I. I. O. D. F. (2014) · Sprogforum Tidsskrift for sprog- og kulturpædagogik · doi:10.7146/spr.v20i59.26036
Informationscenter, S. (2022) · Sprogforum Tidsskrift for sprog- og kulturpædagogik · doi:10.7146/spr.v24i67.128139
Gamification in Language Education
Chotipaktanasook, N., & Reinders, H. (2024) · Elsevier eBooks · doi:10.1016/b978-0-323-95504-1.00155-1
Self-citationBaz, E. H. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13208-7
“Additionally, there should be some merit for enhancing and extending learning goals and engaging learners (Albirini, 2006 ; Chen & Gao, 2015; Hockly, 2012; Hubbard, 2013 ; Kukulska-Hulme & Shiedld, 2007; Levy, 2009; Reinders, 2012 ; Sarica & Cavus, 2009; Warschauer, 2004 ; Zhao & Frank, 2003).”
Research on the Design of English Vocabulary Learning APPs
Ge, Z.-G., Si, J., Yang, L., & Liu, Y. (2024) · International Conference on Digital Technology in Education (ICDTE) · doi:10.1145/3696230.3696242
Gaming as a Pedagogical Technique
González‐Lloret, M. (2025) · The Encyclopedia of Applied Linguistics · doi:10.1002/9781405198431.wbeal20480
Raj, D. R. (2025) · INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT · doi:10.55041/ijsrem49572
Stockwell, G., & Wang, Y. (2025) · Cambridge University Press eBooks · doi:10.1017/9781009294850.017
Pinner, R. S. (2025) · Cambridge University Press eBooks · doi:10.1017/9781009294850.021
Minecraft, the King and Snow White: learning a heritage language through online game play
Hatoss, A. (2025) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2025.2528144
Employing Artificial Intelligence to Foster Moral Emotions in English Language Education: A Review
Amini, M., Zahabi, A., & Yi-qiu, W. (2025) · Studies in computational intelligence · doi:10.1007/978-3-032-01348-4_2 · Cited by 1
Miranti, Nurhayati, L., Maujud, I., & Ilan, L. O. (2025) · International Workshop on Artificial Intelligence and Education (WAIE) · doi:10.1109/waie67422.2025.11381206 · Cited by 1
“This type of language instruction has gained popularity due to its ability to provide edutainment (a combination of education and entertainment) opportunities, which may help to motivate and engage students as well as promote more interaction and exposure to the target language [12].”
Ethno Digital Curriculum for Vocabulary Scaffolding in Indonesian Early Childhood EducationPreprint
Herlina, H., Herman, H., & Rahayu, R. I. (2026) · Research Square · doi:10.21203/rs.3.rs-8759957/v1
Pratiques informelles de l'anglais : une étude exploratoire auprès de collégiens en France
Perrot, L. (2022) · theses.fr (ABES) · doi:10.70675/8c71ef51z6023z4814z8e02z9820126443ba
Akbulut, S., Şimşek, B., Direkci, B., Koparan, B., Gülmez, M., Şimşek, E. E., & Kayır, G. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1798613
“They are a remarkable tool for vocabulary instruction because they combine entertainment and teaching processes, increasing participation and motivation in the classroom (Reinders, 2012).”
ELF-Informed Technology-Integrated Pedagogy for Multimodal and Cross-Cultural Collaboration
John, A. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-4352-5.ch011
Dyslexia screening? As easy as a game. The Starlex project: evidence from an Italian pilot study
Micalizzi, A., & Zaccaria, S. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1872307
Metadata
- Authors
- Reinders, H.
- Affiliations
- Middlesex University London (GB)
- Corresponding author
- Hayo Reinders
- ORCID
- Hayo Reinders
- Venue
- Palgrave Macmillan UK eBooks
- Publisher
- Palgrave Macmillan UK
- Published
- 2012
- OpenAlex
- W406871702
- Cited by
- 248
- References
- 0
- Citations by year
- 2026: 7 · 2025: 11 · 2024: 10 · 2023: 10 · 2022: 23 · 2021: 66 · 2020: 20 · 2019: 14 · 2018: 24 · 2017: 11 · 2016: 15 · 2015: 4 · 2014: 15 · 2013: 13 · 2012: 5
- FWCI
- 9.29
- Type
- book
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Palgrave Macmillan UK eBooks (publishedVersion)
- 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, language learning, language teaching, game-based learning, student engagement, classroom interaction, target language use
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 ›
Are you an author, or do you see a problem with this page? Request a review
