Innovation in Language Learning

In modern educational research, video games have emerged as an innovative medium for curricular learning and teaching [1,2], but how and in which areas they are most effective has yet to be broadly explored to ensure successful implementation in classrooms [3]. Moving beyond lexical acquisition and improvement, this research examines how narrative video games promote interpretive skills in L1 learners, focusing on their development of literary competencies [4] in German literature classes. The empirical study reveals through a mixed methods approach how video games’ interactive reception fosters literary understanding through cognitive activation [5,6]. Evaluating mid-grade students’ abilites to form nuanced character understanding when guided by in-game prompts, the data shows that prompt-guided explorative gameplay of a narrative digital game [7] positively affects inferential character analysis and reflection when writing about the game’s characters compared to traditional instruction. The findings advocate for integrating ludic narratives into advanced language curricula, thus further bridging the gap between formal and informal language learning.

Keywords: Game-based learning, literary understanding, interpretive skills, ludonarrative scaffolding
 

REFERENCES

[1] de Freitas, S.: Are games effective learning tools? A review of educational games. In: Journal of Educational Technology & Society, 21(2), 74–84 (2018)

[2] Wouters, P., van Nimwegen, C., von Oostendorp, H., van der Spek, E. D.: A meta-analysis of the cognitive and motivational effects of serious games. In: Journal of Educational Psychology

[3] Boelmann, J. M., König, L., Stechel, J.: Warum Computerspiele eine eigene Didaktik brauchen. In: Standke, J. (ed.): Spiele(n) in der Gegenwartskultur. Medien und Praktiken des Spiel(en)s im literatur- und mediendidaktischen Kontext. S. 129-140. Trier. (2022)

[4] Boelmann, J. M., König, L.: Literarische Kompetenz messen, literarische Bildung fördern. Das BOLIVE-Modell. Empirische Forschung in der Deutschdidaktik Bd. 5, Schneider Hohengehren, Baltmannsweiler (2021)

[5] Winkler, I.: Cognitive activation in L1 literature classes: A content-specific framework for the description of teaching quality. In: L1-Educational Studies in Language and Literature, 20(1), 1–32 (2020)

[6] Praetorius, A., Klieme, E., Herbert, B., Pinger, P.: Generic dimensions of teaching quality: the German framework of Three Basic Dimensions. In: ZDM: mathematics educa-tion 50, 407-426 (2018)

[7] A Normal Lost Phone. 2017 (Accidental Queens)