Abstract
The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why.
TopIntroduction
The primary goal of using technology as an educational tool is to support students’ development and enhance their learning outcomes. A combination of both traditional and technology-based learning strategies can significantly improve students’ education. Moreover, according to research by the The Pew Research Center (2018), 84% of children between the ages of 12 and 17 play digital games, thereby creating a gaming culture. In this regard, children are more content with an interactive learning approach that allows them to solve problems. For decades, students have struggled to stay motivated in school (Dichev & Dicheva, 2017). Without a digital strategy to our approach to education, there is a disparity between learners’ preferences and teachers’ methods. In recent decades, an emerging approach known as Digital Game-Based Language Learning (DGBLL) has proposed a fresh look into language learning. When teachers lack the pedagogical knowledge of digital games they might not appreciate the potential of DGBLL. Consequently, some teachers are bound to be skeptical of using digital games for classroom activities, because of their perceived negative impact. The literature around DGBLL is scarce, despite the clear connection between digital games and language learning (Gee, 2007; Peterson, 2013; Reinders, 2012; Thorne, & Watters, 2013). Research shows that digital games have numerous benefits for students, such as psychological and language improvements (Hung, Yang, Hwang, Chu, & Wang, 2018); therefore, ELL teachers should thoughtfully consider implementing them in their own classrooms.
Digital games can help modern-day ELL students thrive in the classroom. According to Mozelius, Harnandez, Sallstrom, and Hellerstedt (2017), the use of digital games as an instructional tool in several subjects has improved students’ learning outcomes. Furthermore, language teachers have reported that digital games have developed students’ cognitive skills, motivated students to engage and participate in classwork, and indicated that using digital games as an instructional tool is shown to be an effective teaching strategy (Li, 2017). The relationship between digital games and language learning has been documented to also lower anxiety and improve motivation (Horowitz, 2019; Iaremenko, 2017; Reinders & Wattana, 2015; Vosburg, 2017) which makes ELL teachers’ perception of them and the role they play in teaching and learning even more valuable. Twenty-first century children were born into a technologically advanced environment that enabled them to become digitally savvy, meaning that students in the contemporary world have different styles, approaches, and needs for learning compared to previous generations. Digital Natives, a term coined by Marc Prensky, (2001), describes those who grow up in the digital world that are “’native speakers’ of the digital language of computers, video games and the Internet.” (p.1). Thus, ELL teachers face challenges when they try to adapt to these new learning attitudes. Using diverse teaching styles and approaches is paramount to their students becoming more engaged and motivated to learn. Therefore, ELL teachers perceived appropriateness of digital games can influence their use and implementation in teaching and learning. This work is part of a larger study that examines ELL teachers’ perception of digital games.
Key Terms in this Chapter
Game-Enhanced Learning: Refers to the application of commercial or off-shelf (COTS) digital games that are not purposefully designed for educational purposes. It capitalizes on the games’ authenticity to create engagement and coherence for learners (Reinhardt & Sykes, 2014).
Commercial Off-the-Shelf Games (COTS): Are video games that can be purchased and used by anybody, mainly for recreational purposes. These differ from games for learning (G4L) or better known as serious games, which are designed specifically to serve an educational purpose. For the scope of this research, COTS games are games that are used with a dedicated game console (i.e. Xbox and PlayStation) or PC.
English Language Learners (ELLs), English Learners (ELs), or English as a Second Language (ESL): Refers to non-native English speakers who are learning the English language but who are in the process of developing their English proficiency.
Video Games: A platform-specific term that falls under the broad umbrella of digital games and their primary purposes is so-called ‘entertainment’ (Girard, Ecalle, & Magnan, 2013).
Digital Games: Refer to computer, console, mobile, and any other games that a person will interact with digitally (Kerr, 2006).
Game-Based Learning: A pedagogical approach that applies gaming principles into teaching and learning which is also referred to as gamification (Trybus, 2015).
Digital Game-Based Learning (DGBL): Refers to a pedagogical method or approach that integrates digital games as educational tools (Prensky, 2003; Van Eck, 2006, 2015). The concept is not new but an evolution from game-based learning, which promoted learning principles into digital game environments.