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Video Game-Based L2 Learning: Virtual Worlds as Texts, Affinity Spaces, and Semiotic Ecologies

Video Game-Based L2 Learning: Virtual Worlds as Texts, Affinity Spaces, and Semiotic Ecologies

Karim Hesham Shaker Ibrahim
Copyright: © 2019 |Pages: 22
ISBN13: 9781522572862|ISBN10: 1522572864|ISBN13 Softcover: 9781522586630|EISBN13: 9781522572879
DOI: 10.4018/978-1-5225-7286-2.ch009
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MLA

Ibrahim, Karim Hesham Shaker. "Video Game-Based L2 Learning: Virtual Worlds as Texts, Affinity Spaces, and Semiotic Ecologies." Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction, edited by Mariusz Kruk, IGI Global, 2019, pp. 216-237. https://doi.org/10.4018/978-1-5225-7286-2.ch009

APA

Ibrahim, K. H. (2019). Video Game-Based L2 Learning: Virtual Worlds as Texts, Affinity Spaces, and Semiotic Ecologies. In M. Kruk (Ed.), Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction (pp. 216-237). IGI Global. https://doi.org/10.4018/978-1-5225-7286-2.ch009

Chicago

Ibrahim, Karim Hesham Shaker. "Video Game-Based L2 Learning: Virtual Worlds as Texts, Affinity Spaces, and Semiotic Ecologies." In Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction, edited by Mariusz Kruk, 216-237. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7286-2.ch009

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Abstract

Video/digital games have grown into sophisticated, realistic, and engaging problem-solving virtual worlds that have their own literacy practices, affinity spaces, and online virtual communities. As a result, various studies have examined theirs to promote L2 learning and literacy. The findings of these studies suggest that digital games can promote multilingual communication, L2 vocabulary development, and situated L2 use. However, promising these findings, to-date little is known about the specific dynamics of gameplay that can facilitate L2 learning. To address this gap in the literature, this chapter will draw on interdisciplinary research on digital gaming from literacy studies, games' studies, and narratology to account for the L2 learning potentials of digital games. To explain their L2 learning potentials, the chapter will conceptualize digital games as dynamic texts, affinity spaces, and semiotic ecologies, and discuss the implications of each conceptualization for game-based L2 learning and teaching.

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