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Developing Enjoyable Second Language Learning Software Tools: A Computer Game Paradigm

Developing Enjoyable Second Language Learning Software Tools: A Computer Game Paradigm

Chee Siang Ang, Panayiotis Zaphiris
Copyright: © 2009 |Pages: 18
ISBN13: 9781599048086|ISBN10: 1599048086|EISBN13: 9781599048116
DOI: 10.4018/978-1-59904-808-6.ch079
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MLA

Ang, Chee Siang, and Panayiotis Zaphiris. "Developing Enjoyable Second Language Learning Software Tools: A Computer Game Paradigm." Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, IGI Global, 2009, pp. 1372-1389. https://doi.org/10.4018/978-1-59904-808-6.ch079

APA

Ang, C. S. & Zaphiris, P. (2009). Developing Enjoyable Second Language Learning Software Tools: A Computer Game Paradigm. In R. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1372-1389). IGI Global. https://doi.org/10.4018/978-1-59904-808-6.ch079

Chicago

Ang, Chee Siang, and Panayiotis Zaphiris. "Developing Enjoyable Second Language Learning Software Tools: A Computer Game Paradigm." In Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, 1372-1389. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-808-6.ch079

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Abstract

This chapter attempts to examine computer game theories — ludology and narratology — that explain computer games as play activities and storytelling media. Founded on this theoretical explanation, a game model that incorporates gameplay and narratives is presented. From the model, two aspects of learning in the game environment are identified: gameplay-oriented and narrative-oriented. It is believed that playing computer games involves at least one of these types of learning; thus, this game’s nature can be used in designing engaging educational software. In addition, based on Malone’s theoretical framework on motivational heuristics, there are two methods of applying computer games in language learning: extrinsic and intrinsic, depending on the integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the use of computer games in language learning.

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