Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022.
Background: While game‐based language learning (GBLL) in K‐12 education has received considerable attention, little is still known about its state‐of‐the‐art research trends over the last decade, necessitating a systematic review on its theoretical frameworks, instructional activities and research f...
| Published in: | Journal of Computer Assisted Learning Vol. 40; no. 3; pp. 1218 - 1231 |
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| Main Authors: | , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jun2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177193474&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177193474 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2024 vid: 40 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 177193474 175067054 177193474 177193474 10.1111/jcal.12944 177193474 ppf: 1218 ppct: 13 formats: tig: atl: Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022. aug: au: Yang, Lu Li, Rui Zhou, Yu affil: School of Foreign Languages, Hunan University, Changhsa, China sug: subj: Video Games Learning Methods Language Development Models, Educational Program Evaluation Human Systematic Review Funding Source Conceptual Framework Data Analysis Software ab: Background: While game‐based language learning (GBLL) in K‐12 education has received considerable attention, little is still known about its state‐of‐the‐art research trends over the last decade, necessitating a systematic review on its theoretical frameworks, instructional activities and research findings. Objectives: To fill the gap, drawing on the revised technology‐based learning model, this study aims to conduct a systematic review on the trends of GBLL for K‐12 education in terms of theoretical frameworks, participants, methodology, game genres, instructional activities and application effectiveness. Methods: Based on the proposed criteria, 83 Social Science Citation Index (SSCI) articles pertaining to GBLL in K‐12 education published during 2009–2022 were finalised for data analysis. Results and conclusions: The results showed that (1) most GBLL studies adopted cognitive and social frameworks, including flow theory, situated learning and socio‐cultural theory; (2) the most common participants were primary school students, and the most common languages were English as a foreign language (EFL) learning; (3) quantitative methods were frequently adopted, with a particular eye on tests, questionnaires and experimental design; (4) the most common game genre was tutorial games; (5) pre‐game instructional activities, such as gameplay training and lecture, were mostly implemented in K‐12 contexts; (6) benefits such as enhancing four language skills and communicative competence and improving learners' attitudes were reported. However, according to the results, technical issues, unhelpful partners, difficult learning tasks and high cognitive load were the most frequently reported drawbacks. Implications: Pedagogical implications for teachers, designers and researchers in GBLL were referred from the results of the study. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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