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Game Design Interaction in Digital Gameplay and Language Teaching and Learning
Abstract
Digital games have drawn attention as second and foreign language (L2) tools for providing pedagogical potentials such as authentic and meaningful language use and social learning. However, less research examines how a game design interacts with pedagogical mediation. Intermediate-level learners of Japanese (n = 9) played a vernacular game in Japanese using a vocabulary reference list and worksheets before, during, and after their gameplay. In-game vocabulary was identified as primary or secondary based on its functionality, and vocabulary pre-, post-, and delayed tests were given. Results showed good retention between the posttest and delayed test when both types of vocabulary were combined. When separated, the primary vocabulary was retained well, but the secondary vocabulary was not retained. This confirms that in-game vocabulary functionality impacts learning and implicates the careful design of supplemental materials to balance learning strategies and guide L2 learners' attention in using vernacular games.
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