Exploring Digital Nativeness as a Predictor of Digital Game-Based L2 Vocabulary Acquisition
Abstract
Although the “digital natives” theory is still used to justify the implementation of technologies such as video games in the language classroom, whether digital nativeness (i.e. the extent to which an individual embodies the characteristics attributed to digital natives) may be used as a predictor of digital game-based learning outcomes is to be analysed. An empirical study was conducted to test the predictive strength of some attributes of digital nativeness, as determined by Teo’s (2013) Digital Native Assessment Scale, on L2 vocabulary acquisition and on educational engagement. A vocabulary learning game was played by 86 university EFL students, who additionally completed post- and delayed knowledge tests on the vocabulary contained in the game, the DNAS questionnaire, and questions on educational disengagement and perceived need for technology-related changes. The regression analysis revealed that the factor “able to multitask” was a predictor of poorer L2 vocabulary acquisition, whereas the factors “comfortable with technology” and “thrive on instant gratifications and rewards” had a positive impact on learning outcomes. Additionally, the analysis showed that none of the attributes of digital natives that make up the DNAS could predict either students’ disengagement with the educational system or their perceived need for technology-based changes in education.
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Participants with high proficiency in English may benefit more from the learning affordances provided by digital-game based scenarios.
“This is also in line with previous research carried out by the researchers [76-79], which suggests that participants with high proficiency in English may benefit more from the learning affordances provided by digital-game based scenarios.”
From The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us (2021) · cites this paper as [78]
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- Authors
- Calvo-Ferrer, J. R.
- Affiliations
- Departamento de Filología Inglesa, Universidad de Alicante, San Vicente del Raspeig, Spain
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2018-11-19
- Volume
- 28
- Issue
- 7
- Pages
- 902-914
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W2900844513
- Cited by
- 15
- References
- 84
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 1 · 2023: 4 · 2022: 2 · 2021: 3 · 2020: 1
- FWCI
- 1.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante) (submittedVersion)
- Funders
- Vice-Rectorate for Quality and Educational Innovation – Institute of Educational Sciences of the University of Alicante
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Life-span and Life-course Studies › Generational Differences and Trends
- Keywords
- digital natives, digital game-based learning, second language vocabulary acquisition, academic engagement, EFL learners, multitasking, technology comfort, instant gratification, student disengagement, technology in language education
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