Learning by designing or learning by playing? A comparative study of the effects of game-based learning on learning motivation and on short-term and long-term conversational gains

ABSTRACT

In the language learning literature, games often deal with foreign language vocabulary, but rarely with learning sentences, and barely with conversations. This study set out to examine the effects of game-based learning on foreign language learners’ learning of sentences and discourse-level forms in the following settings: “learning with game playing,” “learning with game designing,” and “learning without games.” Analysis of the participants’ data showed that “learning with game playing” exerted the most significant effect on learning motivation. “Learning without games” was particularly facilitative in terms of short-term gains, especially when the learning content was limited. However, its advantage was reduced as the learning content became more extensive. In contrast, “learning with game designing” was better able to boost learners’ attainment, especially when learning content became more extensive; and it was most helpful in terms of promoting and retaining the gain in the long term. Insights from this study provide important pedagogical implications for differentiated game-based learning practice for foreign language learners.

KEYWORDS:

• Learning with game playing
• learning with game designing
• foreign language conversation skills
• foreign language learning
• game-based learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Acknowledgement

The participants were informed about the experiment details and agreed to participate without any duress. The participants all understood their right, and their participation consent was obtained prior to this study. The experiment, which took the form of a normal language class, did not cause any harm to the participants. Results of experiments, coding and analyses of results were immediately erased and substituted with ID codes after the information was being analyzed; confidentiality of data is thus ensured. The study procedure was approved by the ethics committee of National Cheng Kung University (NCKU HREC-E-108-168-2).

Additional information

Funding

This work was supported by the Ministry of Science and Technology (Taiwan) [grant number #108-2511-H-992-008].

Notes on contributors

Shing-lung Chen

Shing-Lung Chen is professor in the Department of German, National Kaohsiung University of Science and Technology. Her current research projects focus on cross-cultural communication, computer-assisted language learning, and applied linguistics. She can be contacted at National Kaohsiung University of Science and Technology, No.1, University Rd., Yanchao Dist., Kaohsiung City 824, Taiwan, R.O.C.

Yeu-Ting Liu

Yeu-Ting Liu is professor in the Department of English at National Taiwan Normal University. His current research projects focus on bilingual lexical processing, cognitive development in advanced second language (L2) learners, and cognitive aspects of computer-assisted L2 learning. He can be contacted at National Taiwan Normal University, No. 162, Sec. 1, HePing E. Rd., Da’an District, Taipei 10610, Taiwan, R.O.C.