Louis Lafleur
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Panel presentation Game-based language learning: Different genres, different opportunities to learn more
A growing body of research demonstrates that playing games can facilitate foreign language learning in various ways. However, not all games are created equal. The games that appear most promising for language education generally present ample opportunities for learner-players to process or produce language. These games can be categorised into different genres, each of which feature distinct characteristics and involve specific sets of gameplay elements that may have significant implications for language learning outcomes (Peterson, 2013; Reinhardt, 2019). In this presentation, a panel of game-based language learning specialists will present their different research perspectives on the learning opportunities afforded by digital and analogue games of several different genres, including Minecraft (a sandbox survival game), Life is Strange (a narrative choice role-playing game), Keep Talking and Nobody Explodes (a cooperative puzzle game), and others. Panelists will also discuss the benefits and drawbacks of integrating such games into the language classroom, as well as strategies that CALL practitioners may use to supplement game-based activities in order to enhance learning outcomes. Additionally, the gamification of regular language learning tasks in order to increase learner engagement and motivation will also be considered. Input and questions from the audience will be welcomed after the discussion.
Presentation Interleaved Spaced Repetition and Gamification on Digital Flashcard Vocabulary Learning more
This presentation will summarize and present the results of two recently published studies in the area of digital flashcard vocabulary learning in foreign language education. The first study explored the learning of various aspects of word knowledge of 74 Japanese university EFL learners with Interleaved Spaced Repetition Software(ISRS). Nation (2001) identified nine aspects of word knowledge which can be subsequently broken into receptive and productive areas of mastery for a more balanced approach in teaching and learning vocabulary. Interleaved Spaced Repetition Software (ISRS; i.e., digital flashcard study software) combines the principles of task interleaving (i.e., the reoccurring practice or study of multiple skills or concepts; e.g., the various aspects of word knowledge) and spaced repetition (i.e., interval-based study). The second study utilized the first study’s software but added daily gamified awards to enable a comparison between two digital vocabulary flashcard learning software conditions carefully designed by the author; the gamified group’s software (group 1; n=26) had daily awards (i.e., consecutive day awards, medals related to daily participation such as completed review, 10 minutes or more of study, and the study of 10 new cards) and the non-gamified group’s (group 0; n=51) did not have these gamified aspects.