Abstract
This chapter addresses the potential of educationally designed game environments and in particular that of game-generated feedback for encouraging, through purposeful instructional design, learners’ engagement in the process of developing skills in a second or foreign language (L2). By reviewing the existing research literature, it fleshes out the idea that gameful feedback may be a powerful design element for engendering participant engagement in instructed L2 learning. We define “engagement in game-based CALL” as learner behavior that is typified by the following characteristics: (1) it is driven by intrinsic motivation; (2) it is focused primarily on language meaning and communicative use; and (3) it involves attention to linguistic form. The chapter reviews pioneer studies on gameful engagement in CALL, describes recent research that addresses the role of feedback in relation to designed engagement in CALL, and examines trends in work in progress such as gamification, as well as problems in current research. We conclude with challenges and directions for future research.
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Cornillie, F. (2017). Educationally Designed Game Environments and Feedback. In: Thorne, S., May, S. (eds) Language, Education and Technology. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02328-1_28-2
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DOI: https://doi.org/10.1007/978-3-319-02328-1_28-2
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Educationally Designed Game Environments and Feedback- Published:
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DOI: https://doi.org/10.1007/978-3-319-02328-1_28-2
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DOI: https://doi.org/10.1007/978-3-319-02328-1_28-1