Video Game Learning

Introduction

Chang and Chang (2025) highlighted that previous studies demonstrated that interactive games are deserving of multidisciplinary research as a tool to assist with learning.  Constructivist theories align well that the implementation of video games into education pedagogy.  Constructivist theories bend towards collaboration, experiential, and active learning.  Video games relate to this as they provide environments for multiple learners, continuous feedback, and challenges in an engaging setting.  Video game technology is always advancing from graphics, sounds, to game mechanics.  These advancements allow learners to dive into simulated real-world situations.  In fact, according to Chang and Chang (2025), “Modern games, such as Civilization and Age of Empires, allow players to develop strategic thinking while managing complex civilizations, while role-playing games such as Final Fantasy VIII foster narrative engagement and language comprehension. Simulations such as The Sims provide opportunities for language learners to practice conversational skills in realistic yet low-stakes settings.” (p. 2)  It is not only those games, but others, such as The Walking Dead, in Iran a study was done that showed that this adventure game helped English Language learners with understanding apologies and requests.  Before that, in a previous era of video games, the EverQuest 2 game was studied, and it showed that language learners learned vocabulary incidentally and became more confident in their English abilities.  Chang and Chang (2025) explained that (Anderson et al., 2008) believed that educators by combining audio lessons with visual feedback and interaction from video games could provide learners with a multisensory language learning approach which helps critical thinking and learning strategies.

Summary

The following is a summary of articles that I have come across while participating in this program.  These articles have been focused on video games of some kind, educational, virtual reality, augmented reality, and others and the impact they have on language acquisition.  The studies focus on the impact videos games have on language acquisition.  They looked at how games can improve motivation, vocabulary and retention, enjoyment and interest, multimodal literacy, confidence, interpersonal skills, functional language, pronunciation, word recognition, and lower anxiety.  Below you will find a summary in the form of an annotated bibliography of studies that reviewed video game impact on language learning.

Summary: Virtual and Augmented Reality

Two types of games that I reviewed research on throughout this program were virtual and augmented reality games.  Before looking at the annotated bibliography, please see this summary table that is a collection of some of the major findings from the articles.

As can be seen from the summary table there was a wide range of benefits that were found from the studies.  Most glaring across all the studies was the impact on motivation that the games had.  This impact on motivation was from different variables, for some studies it was due to the enjoyment and interest that the game gave the player.  For others participants, it was due to the collaboration they had with players, and for others it was due to the feedback they would receive, and the nature of the game having progressive stages to work through.

Annotated Bibliography

Dolgunsoz, E., Yildirim, G., & Yildirim, S. (2018). The effect of virtual reality on EFL writing performance. The Journal of Language and Linguistic Studies, 14(1), 278-292. https://doi.org/10.3316/informit.865699235197031

“The Effect of Virtual Reality on EFL Writing Performance” is a 2018 study that focused on how the development of writing skills and learning retention can be helped by playing virtual reality videogames. (Dolgunsoz et al. 2018). 24 EFL freshman students participated in this study. All of these students had successfully completed English preparation classes the year prior.  A sequential exploratory mixed method design was used for the study which was done at the ELT Department at Bayburt University in Turkey.  Participants were given structured interviews and wrote short paragraphs.  The content analysis method and the Friedman test were used to review the data.   The study found long term retention of information was helped by the use of Virtual Reality games. Technological learning through virtual reality video games was looked at positively by the learners and they felt that the content of the VR games was motivating.  VR seems to provide learners with an improvement in their long term retention of information.

Huang, X., He, J., & Wang, H. (2020). A case study: Students’ perception of a collaborative game-based virtual learning environment. Paper presented at the 46-53. https://doi.org/10.23919/iLRN47897.2020.9155159

A “Case Study: Students’ Perception of a Collaborative Game-Based Virtual Learning Environment” a journal article from Huang et al. (2020) looked at the use of cooperative, immersive uses of VR to assist language learning. 45 grade five students participated in the study, they were from an elementary school in Shaanxi, China.  To analyze students’ perceptions and to review their differences in achievement a mixed-methods research approach was used.  Activities were completed using a collaborative immersive VR game.  The study showed that by using a collaborative learning approach in a VR game, that students’ grammar learning improved, and their interest increased because of the fun and entertaining nature of the game.  Quieter and weaker students were found to be more engaged when learning using portable VR devices. Feedback from the game allowed them to respond to their classmates which made them more motivated.  The possibility for classmates to see each other’s work was eliminated through use of the VR game environment.  Students’ anxiety was lowered through the hints, feedback, and anonymity provided by the VR system which encouraged students.

Yang, F. O., Lo, F. R., Hsieh, J. C., & Wu, W. V. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Educational Technology & Society, 23(1), 30-49.

 “Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality” was a study by Yang et al. (2020) that looked at how English communicative skills and motivation is affected by VR games.  This study was conducted in central Taiwan with 72 ninth grade high school students.  A virtual reality system called VRLE was developed by the researchers, its focus was on social interactions people communicate using in their real lives.  Making reservations at hotels and restaurants, asking people for directions, buying toys, and ordering food were some of the situations included.  The study used an affordance-based research design.  According to Nouri (2016, as cited in Yang et al., 2020) “VR-supported instruction is an appropriate pedagogical design for teaching communicative aspects of English, since it aligns with modern ideas of student-centered active learning, enables low-achieving learners to be immersed and motivated in learning tasks, and leads to beneficial outcomes.” (p. 45).

Tai, T., Chen, H. H., & Todd, G. (2022). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 35(4), 892-917. https://doi.org/10.1080/09588221.2020.1752735

 “The Impact of a Virtual Reality App on Adolescent EFL Learners’ Vocabulary Learning” was a study by Tai et al. (2022) it looked at what impact on an adolescent ESL learners’ vocabulary a VR app used through a mobile rendered head mounted display (HMDs) could have.  49 grade seven students from a junior high school in Taiwan participated in the study.  The Mondly application was used in the study to play the language learning game. The study used both the VR version and non-VR version of the application.  Students participated in collaborative dialogue and received instant feedback when playing through the virtual scenarios and interactions.  The study found that learners’ vocabulary and retention were improved by playing the VR gaming application, Mondly, and that it was enjoyable and motivating.

Taskiran, A. (2019). The effect of augmented reality games on english as foreign language motivation. E-Learning and Digital Media, 16(2), 122-135. https://doi.org/10.1177/2042753018817541

 “The Effect of Augmented Reality Games on English as Foreign Language Motivation” was a study by Taskiran (2019) that looked at how augmented reality (AR) could support learning by being motivating and engaging for learners. 83 Turkish students participated in the study. 41%  of the participants were in intermediate English classes, and 42% were in lower-level English classes.  The study took place at Anadolu University in Turkey.  Participants’ enjoyment, understanding, how much work they put in, and if they found the AR useful was assessed by a multidimensional measurement device called IMI.  Along with AR technology using the AR application (Aurasma) four other games were used.  Game one, allowed students were able to move around a disordered room, in game 2 student were able to fill in movie names, showtimes, and theatre schedules correctly, in game 3 students were able to participate in a treasure hunt, and in game 4 students were allowed to listen to a discussion and dictate it back to their team who then recorded it.  The use of learning materials provided through AR was enjoyed by almost all participants.  The learning materials provided through the AR were found to be motivating and fun by the participants.  The AR learning materials gained the attention and interest of the participants according to their feedback.

Yeh, H., & Tseng, S. (2020). Enhancing multimodal literacy using augmented reality. Language Learning & Technology, 24(1), 27. https://doi.org/10.125/44706

Yeh et al. (2020) in the study called “Enhancing Multimodal Literacy using Augmented Reality” reviewed how EFL college students used multimodal modes to communicate using AR gaming technology.  The study reviewed whether students used different modes to create communication when using AR, and what impact the use of multimodal media and the AR app had on their multimodal literacy.  52 English as a Foreign Language participants took part in the study at the University in Taiwan.  Project-based learning was the instructional framework used.  This choice was made to increase the use of multimodal modes by the students when using the AR. Students used a variety of multimodal modes when using the AR to make meaningful connections according to the study and it showed that a variety of multimodal media in combination with AR gaming helped to improve students’ multimodal literacy.

Summary: General Educational Video Games

During our program I also looked at general education video games.  Before looking at the annotated bibliography, please see this summary table that is a collection of some of the major findings from the articles.

After reviewing the summary table, similar to the augmented and virtual reality games, these general education game mostly impacted learners’ motivation.  Another important impact was the effect the games had on literacy skills and vocabulary knowledge.  I think this is probably due to the games multimodal nature allowing learners to tie their reading comprehension and vocabulary retention to an in-game situation.

Annotated Bibliography

Bakkali, M., & Ouchen, M. (2020). Video game based learning as a framework for EFL/ ESL secondary school students. IJAEDU- International E-Journal of Advances in Education, 6(16), 38–43. https://doi.org/10.18768/ijaedu.616005

This study from Bakkli and Ouchen (2020) looked at to what extent video game based learning helps language learners’ ability to learn the language effectively. The study used a four stage experiential learning cycle and had 49 participants. Various video game platforms were used, the Kahoot platform was the most used during the study. The study determined that for students looking to learn English for Academic Purposes, the use of video games was advantageous. Additionally, it found that students were more motivated.

Cabraja, A. (2016). The effects of video games on the receptive vocabulary proficiency of swedish ESL students

This study by Cabraja (2016) investigated if video games could improve vocabulary proficiency.  The study had 25 participants from a secondary school in Stockholm Sweden.  The study retrieved data through questionnaires and vocabulary pre and post-tests. The study showed that video games improved receptive vocabulary proficiency.  It stated that video games were able to do this by providing opportunities for co-operation and communication.  This study is limited by only studying receptive vocabulary and thus can only make assumptions about learners’ productive abilities.  According to Cabraja (2016), the result of the vocabulary test “could indicate that students who play video games are exposed to a broader range of language input than non-gaming students.” (p. 12)  Additionally Cabraja (2016) explained that “the results correlate with Schmitz’ (2010) thoughts about how frequency of input may help vocabulary acquisition, as the participants who played games moderately frequently or more had higher scores on all word levels, and therefore likely received larger amounts of language input compared to the infrequent gamers.” (pp. 13-14)

Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019). Development of a mobile game application to boost students’ motivation in learning english vocabulary. IEEE Access, 7, 13326-13337. https://doi.org/10.1109/ACCESS.2019.2891504

This article by Elaish et al. (2019) provides an engaging assessment about the impact mobile gaming applications have on improving learners’ motivation and achievement. A quasi-experimental design was used and the study had 64 participants. The participants were provided information about the study’s purpose, they were given a pre-test for vocabulary, a 5-point Likert scale motivation pre-questionnaire, and details about how to use the Vocab game app.  Afterwards, students were sorted evenly into a control and experimental group.  Following this, the post-test and post-questionnaire were given. The study found that it would be a helpful for daily English curriculums to use mobile game applications and that the VocabGame improved students’ confidence, motivation, and performance.

Hadin, J. (2019). Learning by gaming : Investigating the influence of playing video games on vocabulary level among swedish ESL learners

Hadin (2019) looked at if playing video games affected receptive vocabulary development. The study used questionnaires to collect data about video game habits and vocabulary level.  The study had 96 participants and utilized a t-test to determine statistical significance.  The study showed that playing video games helped learners strengthen their vocabulary level.  Of particular note is that the study noticed that online communication tools (OCT) that were built into the games used in the study seemed to have an influence.  In fact, when comparing participants that all played video games, but dividing them up into those that utilized online communication tools (OCT) in the game, and those that didn’t, the vocabulary level score was 8 percent higher among those that did use the online communication tools in the game. 

Hasram, S., Nasir, M. K. M., Mohamad, M., Daud, Y., Rahman, M. J. A., & Mohammad, Wan Muna Ruzanna Wan. (2021). The effects of WordWall online games (WOW) on english language vocabulary learning among year 5 pupils. Theory and Practice in Language Studies, 11(9), 1059-1066. https://doi.org/10.17507/tpls.1109.11

This article by Hasram et. al (2021) investigated students’ vocabulary and motivation levels and if they are affected by the use of World of Words Online Games (WOW). This study analyzed the impression of the 121 participants.  It did this by using a quantitative and experimental focus. The study used a 4-point Likert scale and a 30-question questionnaire. The study determined that from pre-test to post-test there was an improvement in the scores of participants’ comprehension and understanding of vocabulary, determination, and intrinsic motivation.

Ng, L. L., Azizie, R. S., & Chew, S. Y. (2022). Factors influencing ESL players’ use of vocabulary learning strategies in massively multiplayer online role-playing games (MMORPG). The Asia-Pacific Education Researcher, 31(4), 369-381. https://doi.org/10.1007/s40299-021-00578-6

The journal article by Ng et al. (2022) focuses on the use of massively multiplayer online role-playing games (MMORPG) and vocabulary learning. The study looked at what learning strategies participants used when playing the MMORPGs.   It is also looked at what factors in games contributed to players learning the vocabulary.  The study had four intermediate English language learner gamer participants, these participants were between the ages of 23 and 24 years old.  An ethnographic study and qualitative methodology were used for data collection. The game utilized in the study is called Guild Wars 2.  Following game play, semi-structured questionnaires were delivered and asked what vocabulary learning strategies were used by the participants. Data from the semi-structured interviews indicated that digital storytelling enhances learning skills and benefits learners’ curiosity, interpersonal skills, and creative thinking skills indirectly. 

P, M. R. S., & I, A. (2024). Digital game-based language learning: The impact of story-driven game life is strange 1 on language learners’ listening skills. Journal of Language Teaching and Research, 15(2), 448-457. https://doi.org/10.17507/jltr.1502.13

The journal article by Ray and Ajit (2024) assessed how story-based game learning can affect listening skills. The study’s design was one of a single group pre and post-test mixed method research approach that used both quantitative and qualitative data. The study’s 24 participants were provided with the Steam gaming platform.  This allowed the participants to play the game Life is Strange 1: Episode 1.  A diagnostic survey was completed by the researchers and the purpose of the study was discussed with participants.  After that a pre-test was given to participants and in the third-class, the playing of the online game started.  Following the twelfth class, a post-test was given to the participants. Finally, analysis was done of the diagnostic survey, pre and post test, and questionnaire results. The study stated that the use of digital games improved participants’ listening and helped develop learners’ language ability for real-life language situations.

Qiao, J., Woodward, J. R., & Alam, A. S. (2024). Effectiveness of educational video games in english vocabulary acquisition: One case in china classroom context. Cogent Education, 11(1) https://doi.org/10.1080/2331186X.2024.2346038

This journal article by Qiao et al. (2024) examined the connection between educational video games (EVG) and vocabulary acquisition.  It looked at the possibility that it could be more effective to compare it to traditional rote learning. The study took on the structure of a quasi-experiment and utilized vocabulary learning theory and fundamental game characteristics.  The study had 30 participants, and had them complete pre-tests, post-tests, questionnaires with 11 open ended questions, and finally play the Snake game.  Data was evaluated using the binary method and Levenshtein distance, this showed that using the Snake Game developed participants’ spelling, pronunciation, recognition, and enjoyment.

Rankin, Y. A., Tibi, S., Kennington, C., & Han, N. (2021). In-game social interactions to facilitate ESL students’ morphological awareness, language and literacy skills. Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY), 1-25. https://doi.org/10.1145/3474706

In the journal article by Rankin et al. (2021) a possible relationship between game interactions and repeated gameplay on literacy skills, morphological knowledge, and on the enabling of interaction between Native English Speakers (NES) and ESL students was examined.  The participants in the study included four Native English Speakers and four English as a Second Language students.  A mixed-methods approach was used for the study and participants were given pre and post English Language and Literacy Assessments, a vocabulary test, a 20-item written spelling test (SPELL), and a word reading and oral test.  Game chat logs were analyzed using the Systematic Analysis of Language Transcripts (SALT) system. The ESL students and Native English speakers were given semi-structured interviews and participated in focus group discussions.  Gameplay improved reading for both ESL students and NES according to the study.  Additionally, ESL students’ literacy and language skills through social interviews with NES improved when playing 2 player games.

Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 english vocabulary outcomes. System (Linköping), 51, 65-76. https://doi.org/10.1016/j.system.2015.04.001

This article from Sundqvist and Wikstrom (2015) reviewed the relationship between English vocabulary results and out of school digital gaming. The study utilized an observational post-hoc design.  The study had 80 participants and their participation yielded quantitative data from questionnaires, vocabulary tests, assessed essays, language diaries, and final grades. The tests were run on the IBM SPSS Statistics 20 software platform. Improvement was shown by both gamers and non-gamers; however, the improvement of vocabulary only showed for the boys and not for the girls.

Tan, P. Q., & Tan, K. H. (2020). In-game instructions: The extent of their usefulness in enhancing the vocabulary acquisition of ESL learners. International Journal of Emerging Technologies in Learning, 15(4), 73. https://doi.org/10.3991/ijet.v15i04.11647

This study from Tan and Tan (2020) looked at the usefulness of in-game instructions for increasing the interest of ESL learners and vocabulary acquisition.  The 10 participants were able to participate after researchers received permission from the participants’ school and parents. First, a pre-vocabulary test was done, then an observational checklists was used during the period in which participants played the game. Following the gameplay, a post vocabulary test was given and then interviews.  The data from the participants was looked at through SPSS and it showed an increased interest from the in-game instructions in 4 out of 10 participants. Also, it showed that the player attitudes impacted player interest, but not the instructions themselves.  The study determined that in-game instructions could influence learners to acquire vocabulary to an extent.

Tsymbal, S. V. (2019). enhancing students’ confidence and motivation in learning english with the use of online game training sessions. Information Technologies and Learning Tools, 71(3), 227-235. https://doi.org/10.33407/itlt.v71i3.2460

This study from Tsymbal’s (2019) looked at the link between improved confidence, motivation, and interest for English language learners and online gaming. The study utilized 72 participants and was designed to use both theoretical and empirical methods.  It collected quantitative, descriptive, and inferential data.  The study used pre and post questionnaires to gather data from participants. The study also used 8 Kahoot games that were created.  Participants were given an explanation about the procedures and other details for using the game. Lastly, students played the games and provided feedback. The study found that Kahoot improved students’ confidence and motivation.

Read my analysis on the following page