|Title: ||Does instruction kill the game? Exploring learners’ perceptions of corrective feedback in an immersive foreign language learning game|
|Authors: ||Cornillie, Frederik # ×|
|Issue Date: ||2012 |
|Conference: ||CALICO 2012: Open Education: Resources and Design for Language Learning location:University of Notre Dame, Indiana date:14-16 June 2012|
|Abstract: ||In order to design effective educational game environments, it is mandatory that research focuses on specific aspects of implementation rather than on the general game-based approach (Hubbard, 2002). One such aspect is feedback, which is considered crucial for cognitive development, both in the SLA and digital game-based learning literature. However, these fields differ significantly as to what feedback should consist of, and how it leads to learning. Also, feedback in educational games needs to be creative and engaging (Purushotma, Thorne, & Wheatley, 2008), and its cognitive benefits may be mediated by learner motivation, as has been proposed for instructed L2 settings (DeKeyser, 1993).
We report on an experimental study that explored the relationship between corrective feedback (CF) and learners’ instructional perceptions vis-à-vis their motivation. 83 students played an immersive role-playing game developed for the instruction of English speech acts. Using questionnaires, we measured their perceptions of various aspects of CF shown in the game (such as metalinguistic prompting or game characters’ comments), as well as their perception of the learning environment, intrinsic goal orientation, perceived competence, and game experience. In addition, in-game activity was logged, and semi-structured follow-up interviews were conducted.
We found that CF was considered useful generally, that explicit CF was found more useful than and preferred over implicit CF, and that this perception correlated positively with participants’ intrinsic goal orientation, perceived competence and game experience. Implications will be given for educational game design and for further research.
DeKeyser, R. (1993). The Effect of Error Correction on L2 Grammar Knowledge and Oral Proficiency. The Modern Language Journal, 77(4), 501-514.
Hubbard, P. (2002). Interactive Participatory Dramas for Language Learning. Simulation & Gaming, 33(2), 210-216.
Purushotma, R., Thorne, S. L., & Wheatley, J. (2008). 10 key principles for designing video games for foreign language learning. Retrieved from http://knol.google.com/k/ravi-purushotma/10-key-principles-for-designing-video/27mkxqba7b13d/2#done
|Publication status: ||published|
|KU Leuven publication type: ||IMa|
|Appears in Collections:||Faculty of Arts, Campus Kulak Kortrijk|