Aprendizaje basado en juegos para aprender una segunda lengua en educación superior

  1. González Pérez, Alicia 1
  2. Álvarez Serrano, Alicia 1
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Revista:
Innoeduca: international journal of technology and educational innovation

ISSN: 2444-2925

Año de publicación: 2022

Volumen: 8

Número: 2

Páginas: 114-128

Tipo: Artículo

DOI: 10.24310/INNOEDUCA.2022.V8I2.13858 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Innoeduca: international journal of technology and educational innovation

Resumen

Los juegos digitales ofrecen una plataforma prometedora para involucrar al alumnado en la práctica de un segundo idioma. Recientemente, académicos de renombre han hecho aportaciones en sus investigaciones sobre los beneficios del aprendizaje basado en juegos: De ahí que en esta investigación se trata de encontrar hallazgos empíricos que nos den luz sobre la efectividad de los juegos en el aprendizaje de una segunda lengua. Para ello, se ha realizado una revisión sistemática de literatura de artículos científicos indexados en Web of Science y Scopus atendiendo a diversos criterios de inclusión / exclusión. En total, se ha contado con una muestra de diez artículos científicos que cumplen todos los criterios de inclusión / exclusión, y que han servido para dar respuesta a las preguntas de investigación planteadas. Tras un minucioso análisis, se han resaltado evidencias sobre las implicaciones pedagógicas del digital game-based learning en el aprendizaje de una segunda lengua y los efectos en el desarrollo de habilidades y/o aspectos lingüísticos. De los resultados se extrae que es importante que los docentes seleccionen el juego, de acuerdo con el tipo de competencias que se quiere trabajar, para que el aprendizaje sea significativo y motivante. Para ello, es necesario que el profesorado promueva oportunidades de interacción entre compañeros, que favorezcan la práctica de una segunda lengua, y que ofrezca ayuda adicional al alumnado que nunca ha jugado al juego seleccionado para el aprendizaje de una segunda lengua.

Referencias bibliográficas

  • Brazo, A. I., Muñoz, J. M., & Castro, C. (2018). Aprendiendo léxico y ortografía francesa en la universidad mediante el videojuego SCRIBBLENAUTS. EDMETIC, 7(2), 18–36. https://doi.org/10.21071/edmetic.v7i2.7201 DOI: https://doi.org/10.21071/edmetic.v7i2.7201
  • Butler, Y. G. (2015) The use of computer games as foreign language learning tasks for digital natives. System, 54, 91–102. https://doi.org/10.1016/j.system.2014.10.010 DOI: https://doi.org/10.1016/j.system.2014.10.010
  • Casañ-Pitarch, R. (2017a). Language for specific purposes and graphic-adventure video-games: Supporting content and language learning. Obra Digital, 13, 169-183. https://doi.org/10.25029/od.2017.93.13 DOI: https://doi.org/10.25029/od.2017.93.13
  • Casañ-Pitarch, R. (2017b). Storyline-based videogames in the FL classroom. Digital Education Review, (31), 80-92.
  • Casañ-Pitarch, R. (2018). An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning. Journal of Language Teaching and Research, 9(6), 1147-1159. http://doi.org/10.17507/jltr.0906.04 DOI: https://doi.org/10.17507/jltr.0906.04
  • Chacón, R., Zurita, F., Martínez, A., Castro, M., Espejo, T., & Pinel, C. (2017). Relación entre factores académicos y consumo de videojuegos en universitarios. Un modelo de regresión. Píxel-Bit. Revista de Medios y Educación, (50), 109-121. http://doi.org/10.12795/pixelbit.2017.i50.07 DOI: https://doi.org/10.12795/pixelbit.2017.i50.07
  • Chen, C.-M., Liu, H., & Huang, H.-B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170–188. https://doi.org/10.1017/S0958344018000228 DOI: https://doi.org/10.1017/S0958344018000228
  • Chen, H.-J. H., & Hsu, H.-L. (2020) The impact of a serious game on vocabulary and content learning. Computer Assisted Language Learning, 33(7), 811-832. https://doi.org/10.1080/09588221.2019.1593197 DOI: https://doi.org/10.1080/09588221.2019.1593197
  • Chen, H.-J. H., Hsu, H.-L., Chen, Z.-H., & Todd, A. G. (2021). Investigating the Impact of Integrating Vocabulary Exercises into an Adventure Video Game on Second Vocabulary Learning. Journal of Educational Computing Research, 59(2), 318-341. https://doi.org/10.1177/0735633120963750 DOI: https://doi.org/10.1177/0735633120963750
  • Chen, J. C. (2016). The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life. Computers y Education, 102, 152-171. https://doi.org/10.1016/j.compedu.2016.08.004 DOI: https://doi.org/10.1016/j.compedu.2016.08.004
  • Chen, Z.-H., Chen, H., & Dai, W.-J. (2018). Using narrative based contextual games to enhance language learning: A case study. Journal of Educational Technology y Society, 21(3), 186–198. http://www.jstor.org/stable/26458517
  • Cortés-Picazo, L. C. (2016). Transgresión de las identidades tradicionales de género mediante la representación gráfica de mujeres protagonistas para videojuegos desarrollada por niños y niñas. Arte, Individuo y Sociedad, 28(3), 459-473. https://doi.org/10.5209/rev_ARIS.2016.v28.n3.48951 DOI: https://doi.org/10.5209/rev_ARIS.2016.v28.n3.48951
  • Del Moral, M. E., Guzmán, A. P., & Fernández, L. C. (2018). Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students. Journal of New Approaches in Educational Research, 7(1), 31-39. https://doi.org/10.7821/naer.2018.1.248 DOI: https://doi.org/10.7821/naer.2018.1.248
  • Di Blas, N., & Paolini, P. (2014). Multi-user virtual environments fostering collaboration in formal education. Educational Technology & Society, 17(1), 54-69. http://www.jstor.org/stable/jeductechsoci.17.1.54
  • Eun, B., & Lim, H. (2009). A Sociocultural view of language learning: The Importance of meaning-based instruction. TESL Canada Journal, 27(1), 12-26. https://doi.org/10.18806/tesl.v27i1.1031 DOI: https://doi.org/10.18806/tesl.v27i1.1031
  • Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students’ motivation, engagement and learning in an educational game. Computers & Education, 75, 136-148. https://doi.org/10.1016/j.compedu.2014.02.008 DOI: https://doi.org/10.1016/j.compedu.2014.02.008
  • Franciosi, S. (2017). The Effect of Computer Game-Based Learning on FL Vocabulary Transferability. Educational Technology & Society, 20(1), 123–133.
  • Godwin-Jones, R. (2014). Games in language learning: opportunities and challenges. Language Learning & Technology, 18(182), 9–19. https://doi.org/10125/44363
  • González-Pérez, A., & Díaz, M. J. S. (2021). Aspectos pedagógicos, tecnológicos y de interacción social del aprendizaje móvil: revisión Sistemática de Literatura. Educatio Siglo XXI, 39(1), 257-280. http://dx.doi.org/10.6018/educatio.469271 DOI: https://doi.org/10.6018/educatio.469271
  • Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a mobile game-assisted environment. Language Learning & Technology, 22(3), 159–175. https://doi.org/10125/44662
  • Hung, H.-T., Chang, J.-L., & Yeh, H.-C. (2016). A review of trends in digital game-based language learning research. 2016 IEEE International Conference on Advanced Learning Technologies (ICALT), 508-512. https://doi.org/10.1109/ICALT.2016.9 DOI: https://doi.org/10.1109/ICALT.2016.9
  • Ibrahim, K. (2017). The Impact of Ecological Factors on Game-Based L2 Practice and Learning. Foreing Language Annals, 50(3), 533-546. https://doi.org/10.1111/flan.12278 DOI: https://doi.org/10.1111/flan.12278
  • Johnson, E., Larner, A., Merritt, D., Vitanova, G., & Sousa, S. (2020). Assessing the impact of game modalities in second language acquisition: ELLE the EndLess LEarner. Journal of Universal Computer Science, 26(8), 880-903. DOI: https://doi.org/10.3897/jucs.2020.048
  • Johnson, W. (2010). Serious use of a serious game for language learning. International Journal of Artificial Intelligence in Education, 20, 175-195.
  • Laamarti, F., Eid, M., & Saddik, A. (2014). An overview of serious games. International Journal of Computer Games Technology, 2014, 1–15. https://doi.org/10.1155/2014/358152 DOI: https://doi.org/10.1155/2014/358152
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355 DOI: https://doi.org/10.1017/CBO9780511815355
  • Oxford, R. L. (2015). Expanded perspectives on autonomous learners. Innovation in Language Learning and Teaching, 9(1), 58-71. https://doi.org/10.1080/17501229.2014.99576 DOI: https://doi.org/10.1080/17501229.2014.995765
  • Peterson, M. (2016). Computer games and language learning. Springer.
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: a practical guide. Blackwell Publishing. DOI: https://doi.org/10.1002/9780470754887
  • Reinders, H. (2012). Digital games in language learning and teaching. Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137005267
  • Scholz, K., & Schulze, M. (2017). Digital-Gaming trajectories and second language development. Language Learning & Technology, 21(1), 100-120. https://doi.org/10125/44597
  • Serra, J., & Gilabert, R. (2021). Algorithmic versus teacher-led sequencing in a digital serious game and the development of second language reading fluency and accuracy. British Journal of Educational Technology, 52(5), 1898-1916. https://doi.org/10.1111/bjet.13131 DOI: https://doi.org/10.1111/bjet.13131
  • Squire, K. D., & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29. https://doi.org/10.1007/s10956-006-9037-z DOI: https://doi.org/10.1007/s10956-006-9037-z
  • Sykes, J., & Reinhardt, J. (2013). Language at play: Digital games in second and foreign language teaching and learning. Pearson Higher Ed.
  • Tobias, S., & Fletcher, J. (2011). Computer Games and Instruction. State University of New York.
  • Usai, F., O’Neil, K. G. R., & Newman, A. J. (2018). Design and empirical validation of effectiveness of LANGA, an online game-based platform for second language learning. IEEE Transactions on Learning Technologies, 11(1), 107-114. https://doi.org/10.1109/TLT.2017.2762688 DOI: https://doi.org/10.1109/TLT.2017.2762688
  • Wang, Q. (2020). The Role of Classroom-Situated Game-Based Language Learning in Promoting Students' Communicative Competence. International Journal of Computer Assisted Language Learning and Teaching, 10(2), 59-82. https://doi.org/10.4018/IJCALLT.2020040104 DOI: https://doi.org/10.4018/IJCALLT.2020040104
  • Yamazaki, K. (2018). Computer-assisted learning of communication (CALC): A case study of Japanese learning in a 3D virtual world. ReCALL, 30(2), 214-231. https://doi.org/10.1017/S0958344017000350. DOI: https://doi.org/10.1017/S0958344017000350
Fuente de los datos: Dialnet