Item Details

The Effect of a Simple Simulation Game on Long-Term Vocabulary Retention

Issue: Vol 33 No. 3 (2016)

Journal: CALICO Journal

Subject Areas:

DOI: 10.1558/cj.v33i2.26063

Abstract:

Recent studies have shown that simulation games may be useful tools for supporting foreign language education. However, much of this research has focused on games using 3D graphic technology, which entail technical requirements that may render them too complex for use in many educational contexts. Accordingly, we wanted to determine if less complex simulation games could also support the acquisition of a foreign language. We conducted a quasi-experiment using whole classes comprising EFL learners at a Japanese university. A treatment group used an online vocabulary learning application (Quizlet) in conjunction with a simple simulation game (3rd World Farmer), and a control group used the vocabulary learning application alone. Although using the simulation game showed no short-term benefit, the treatment group outperformed the control group on a delayed post test administered 11 weeks after treatment. We conclude that the effect of simulation games can be used in foreign language learning to improve long-term retention of target language vocabulary.

Author: Stephan J. Franciosi, Junichi Yagi, Yuuki Tomoshige, Suying Ye

View Full Text

References :

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202–232. Retrieved from http://www.llt.msu.edu/vol5num1/alseghayer/default.html


Ang, C. S., & Zaphiris, P. (2006). Developing enjoyable second language learning software tools: A computer game paradigm. In P. Zaphiris & G. Zacharia (Eds.), User-centered computer aided language learning (pp. 1–21). IGI Global, Inc. Retrieved from http://www.igi-global.com/chapter/developing-enjoyable-second-language-learning/30640 http://dx.doi.org/10.4018/978-1-59140-750-8.ch001


Arslanyilmaz, A. (2013). Computer-assisted foreign language instruction: Task based vs. form focused: Computer-assisted foreign language instruction. Journal of Computer Assisted Learning, 29(4), 303–318. http://dx.doi.org/10.1111/jcal.12003


Bakar, N. A., & Nosratirad, E. (2013). Sustaining vocabulary acquisition through computer game: A case study. Asian Social Science, 9(5), 235–242. http://dx.doi.org/10.5539/ass.v9n5p235


Ballou, K. (2009). Language learner experiences in an online virtual world. The JALT CALL Journal, 5(2), 61–70. Retrieved from http://journal.jaltcall.org/articles/5_2_Ballou.pdf


Bax, S. (2003). CALL—past, present and future. System, 31(1), 13–28. http://dx.doi.org/10.1016/S0346-251X(02)00071-4


Bax, S. (2011). Normalization revisited. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), 1–15. http://dx.doi.org/10.4018/ijcallt.2011040101


Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210–220. http://dx.doi.org/10.1016/j.compedu.2012.07.001


Bonanno, P., & Kommers, P. A. M. (2007). Exploring the influence of gender and gaming competence on attitudes towards using instructional games. British Journal of Educational Technology, 39(1), 97–109. http://dx.doi.org/10.1111/j.1467-8535.2007.00732.x


Brown, I., Campbell, A., & Weatherford, Y. (2008). Using DynEd and ALC with low-level university freshmen. Jalt CALL Journal, 4(3), 37–53. Retrieved from http://journal.jaltcall.org/articles/4_3_Brown.pdf


Bush, M. D. (2008). Computer-assisted language learning: From vision to reality? CALICO Journal, 25(3), 443–470. Retrieved from http://journals.sfu.ca/CALICO/index.php/calico/article/viewFile/790/651


Chen, Y.-L. (2014). Virtual reality software usage in an EFL scenario: An empirical study. Journal of Software, 9(2), 374–381. http://dx.doi.org/10.4304/jsw.9.2.374-381


Chiu, Y., Kao, C., & Reynolds, B. L. (2012). The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis: Colloquium. British Journal of Educational Technology, 43(4), E104–E107. http://dx.doi.org/10.1111/j.1467-8535.2012.01295.x


Clark, A., & Jeremy, E. (2010). Gaming research for technology education. Journal of STEM Education: Innovations & Research, 10(1), 25–30.


Clark, D. B., Nelson, B. C., Chang, H.-Y., Martinez-Garza, M., Slack, K., & D’Angelo, C. M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers & Education, 57(3), 2178–2195. http://dx.doi.org/10.1016/j.compedu.2011.05.007


Cockburn, C., & Ormrod, S. (1993). Gender and technology in the making. Thousand Oaks, CA: Sage.


Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: L. Erlbaum Associates.


Coleman, D. W. (1990). Computerized simulations and games for language learning: Part 1. Simulation & Gaming, 21(4), 443–444. http://dx.doi.org/10.1177/104687819002100407


Connolly, T. M., Stansfield, M., & Hainey, T. (2011). An alternate reality game for language learning: ARGuing for multilingual motivation. Computers & Education, 57(1), 1389–1415. http://dx.doi.org/10.1016/j.compedu.2011.01.009


Dickey, M. D. (2006a). Game design and learning: A conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55(3), 253–273. http://dx.doi.org/10.1007/s11423-006-9004-7


Dickey, M. D. (2006b). Game design narrative for learning: Appropriating adventure game design narrative devices and techniques for the design of interactive learning environments. Educational Technology Research and Development, 54(3), 245–263. http://dx.doi.org/10.1007/s11423-006-8806-y


Educational Testing Service. (2012). Test and score data summary for TOEFL iBT tests and TOEFL PBT tests: January 2011–December 2011 test data. Princeton, NJ. Retrieved from http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf


Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.


Franciosi, S. (2011). A comparison of computer game and language-learning task design using flow theory. CALL-EJ, 12(1), 11–25. Retrieved from http://callej.org/journal/12-1/Franciosi_2011.pdf


Franciosi, S. (2014). Educator perceptions of digital game-based learning in the instruction of foreign languages in Japanese higher education (Doctoral dissertation). Pepperdine University, Malibu, CA. Retrieved from ProQuest Dissertations and Theses (UMI No. 3611461).


Gass, S. M. (2000). Changing views of language learning. In H. Trappes-Lomax (Ed.), Change and continuity in applied linguistics: Selected papers from the annual meeting of the British Association of Applied Linguistics Edinburgh (pp. 51–67). Edinburgh: British Association of Applied Linguistics.


Gee, J. P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. New York: Routledge.


Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85 (2), 33–37.


Haratmeh, M. S. (2012). Involvement load and task type in task effectiveness: Two aspects of vocabulary knowledge. International Journal of Academic Research, 4(4), 86–95. http://dx.doi.org/10.7813/2075-4124.2012/4-4/B.13


Ikeda, N. (1999). Language learning strategies with sound-hints in computer-based drill. Journal of Computer Assisted Learning, 15(4), 312–332. Retrieved from http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2729.1999.00106.x/abstract http://dx.doi.org/10.1046/j.1365-2729.1999.00106.x


Inman, C., Wright, V., & Hartman, J. (2010). Use of Second Life in K-12 and higher education: A review of research. Journal of Interactive Online Learning, 9(1), 44–63. Retrieved from http://www.ncolr.org/jiol/issues/pdf/9.1.3.pdf


Jahangard, A., & Movassagh, H. (2011). High vs. low load vocabulary learning tasks: A case for intentional learning. BRAIN: Broad Research in Artificial Intelligence & Neuroscience, 2(4), 48–55.


Johnson, W. L. (2009). A simulation-based approach to training operational cultural competence. Proc. of ModSIM World 2009.


Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61(s1), 100–140. http://dx.doi.org/10.1111/j.1467-9922.2011.00644.x


Klimesch, W. (2013). The Structure of Long-Term Memory: A Connectivity Model of Semantic Processing. Abingdon: Psychology Press.


Kron, F. W., Gjerde, C. L., Sen, A., & Fetters, M. D. (2010). Medical student attitudes toward video games and related new media technologies in medical education. BMC Medical Education, 10(1), 50. http://dx.doi.org/10.1186/1472-6920-10-50


Kroneisen, M. & Erdfelder, E. (2011). On the plasticity of the survival processing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1553–1562. http://dx.doi.org/10.1037/a0024493


Kroneisen, M., Erdfelder, E., & Buchner, A. (2013). The proximate memory mechanism underlying the survival-processing effect: Richness of encoding or interactive imagery? Memory, 21(4), 494–502. http://dx.doi.org/10.1080/09658211.2012.741603


Kumaravadivelu, B. (2006). TESOL Methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59–81. Retrieved from http://people.ufpr.br/~clarissa/pdfs/ChangeTracksTrends_Kumaravadivelu2006.pdf http://dx.doi.org/10.2307/40264511


Lim, C. P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in science lessons. British Journal of Educational Technology, 37(2), 211–231. http://dx.doi.org/10.1111/j.1467-8535.2006.00531.x


Liou, H.-C. (2012). The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC. Computer Assisted Language Learning, 25(4), 365–382. http://dx.doi.org/10.1080/09588221.2011.597766


Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326. http://dx.doi.org/10.1093/elt/58.4.319


Liu, T.-Y., & Chu, Y.-L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630–643. http://dx.doi.org/10.1016/j.compedu.2010.02.023


Long, M. H. (1981). Input, interaction and second-language acquisition. Annals of the New York Academy of Sciences, 379 (1 Native Langua), 259–278. http://dx.doi.org/10.1111/j.1749-6632.1981.tb42014.x


Lopes, M. C., Fialho, F. A. P., Cunha, C. J. C. A., & Niveiros, S. I. (2013). Business games for leadership development: A systematic review. Simulation & Gaming, 44(4), 523–543. http://dx.doi.org/10.1177/1046878112471509


Lynch-Sauer, J., VandenBosch, T. M., Kron, F., Gjerde, C. L., Arato, N., Sen, A., & Fetters, M. D. (2011). Nursing students’ attitudes toward video games and related new media technologies. Journal of Nursing Education, 50(9), 513–523. http://dx.doi.org/10.3928/01484834-20110531-04


Macedonia, M., & Klimesch, W. (2014). Long-term effects of gestures on memory for foreign language words trained in the classroom. Mind, Brain, and Education, 8(2), 74–88. http://dx.doi.org/10.1111/mbe.12047


McDonough, S. K. (2001). Way beyond drill and practice: Foreign language lab activities in support of constructivist learning. International Journal of Instructional Media, 28(1), 75–81. Retrieved from http://cadre11.wikispaces.com/file/view/Way+Beyond+Drill+and+Practice.pdf


McVeigh, B. J. (2002). Japanese Higher Education as Myth. Armonk, NY: M. E. Sharpe.


Miller, M., & Hegelheimer, V. (2006). The SIMs meet ESL incorporating authentic computer simulation games into the language classroom. Interactive Technology and Smart Education, 3(4), 311–328. http://dx.doi.org/10.1108/17415650680000070


Mills, V., Smith, R., & Swain, K. (2003). An examination of the effectiveness of simulation games as a means of enhancing intercultural awareness. Australian Journal of Psychology, 55, 53–54. Retrieved from http://dspace.dsto.defence.gov.au/dspace/handle/1947/2598


Milton, J., Jonsen, S., Hirst, S., & Lindenburn, S. (2012). Foreign language vocabulary development through activities in an online 3D environment. The Language Learning Journal, 40(1), 99–112. http://dx.doi.org/10.1080/09571736.2012.658229


Min, H.-T. (2008). EFL Vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73–115. http://dx.doi.org/10.1111/j.1467-9922.2007.00435.x


Ming, Y., Ruan, Q., & Gao, G. (2013). A Mandarin edutainment system integrated virtual learning environments. Speech Communication, 55(1), 71–83. http://dx.doi.org/10.1016/j.specom.2012.06.007


Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. http://dx.doi.org/10.1111/j.1467-9620.2006.00684.x


Nunn, R. (2006). Designing holistic units for task-based teaching. Asian EFL Journal, 8(3), 69–93.


Orvis, K. A., Horn, D. B., & Belanich, J. (2009). An examination of the role individual differences play in videogame-based training. Military Psychology, 21(4), 461–481. http://dx.doi.org/10.1080/08995600903206412


Oxford, R. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3), 94–121. Retrieved from http://www.idemployee.id.tue.nl/g.w.m.rauterberg/amme/oxford-2006.pdf


Peterson, M. (2009). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41(1), 72–93. http://dx.doi.org/10.1177/1046878109355684


Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), 20–39. http://dx.doi.org/10.1017/S0958344011000279


Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441–455. http://dx.doi.org/10.1080/09588220802447859


Rapeepisarn, K., Wong, K. W., Fung, C. C., & Khine, M. S. (2008). The relationship between game genres, learning techniques and learning styles in educational computer games. In Z. Pan, Z. Zhang, A. El Rhalibi, W. Woo, & Y. Li (Eds.), Technologies for e-learning and digital entertainment (pp. 497–508). Berlin: Springer. http://dx.doi.org/10.1007/978-3-540-69736-7_53


Reinders, H., & Wattana, S. (2011). Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language. Digital Culture & Education, 3(1), 3–29.


Rodriguez, M., & Sadoski, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Languge Learning, 50(2), 385–413. http://dx.doi.org/10.1111/0023-8333.00121


Röer, J. P., Bell, R., & Buchner, A. (2013). Is the survival-processing memory advantage due to richness of encoding? Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(4), 1294–1302. http://dx.doi.org/10.1037/a0031214


Roubstova, O. V. (2010). Competition in the role-play game as an effective technology for teaching adolescents with a foreign language as an example. Psychological Science & Education, 5, 37–42.


Ryu, D. (2013). Play to learn, learn to play: Language learning through gaming culture. ReCALL, 25(2), 286–301. http://dx.doi.org/10.1017/S0958344013000050


Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221–238. http://dx.doi.org/10.1080/10573560590949359


Schell, J. (2008). The Art of Game Design: A Book of Lenses. Amsterdam: Elsevier; Morgan Kaufmann.


Skehan, P., Xiaoyue, B., Qian, L., & Wang, Z. (2012). The task is not enough: Processing approaches to task-based performance. Language Teaching Research, 16(2), 170–187. http://dx.doi.org/10.1177/1362168811428414


Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 26(5), 370–378. http://dx.doi.org/10.1111/j.1365-2729.2010.00353.x


Taheri, M. (2014). The effect of using language games on vocabulary retention of Iranian elementary EFL learners. Journal of Language Teaching and Research, 5(3), 544–549. http://dx.doi.org/10.4304/jltr.5.3.544-549


Takashima, A., Bakker, I., van Hell, J. G., Janzen, G., & McQueen, J. M. (2014). Richness of information about novel words influences how episodic and semantic memory networks interact during lexicalization. NeuroImage, 84, 265–278. http://dx.doi.org/10.1016/j.neuroimage.2013.08.023


Tao, Y.-H., Cheng, C.-J., & Sun, S.-Y. (2009). What influences college students to continue using business simulation games? The Taiwan experience. Computers & Education, 53(3), 929–939. http://dx.doi.org/10.1016/j.compedu.2009.05.009


Taylor, K. C., & Chyung, S. Y. (Yonnie). (2008). Would you adopt Second Life as a training and development tool? Performance Improvement, 47(8), 17–25. http://dx.doi.org/10.1002/pfi.20019


Thompson, D., Baranowski, T., Buday, R., Baranowski, J., Thompson, V., Jago, R., & Griffith, M. J. (2008). Serious video games for health: How behavioral science guided the development of a serious video game. Simulation & Gaming, 41(4), 587–606. http://dx.doi.org/10.1177/1046878108328087


Wang, F., & Shao, E. (2012). Using Second Life to assist EFL teaching: We do not have to sign in to the program. TechTrends, 56(4), 15–18. http://dx.doi.org/10.1007/s11528-012-0582-4


Wilson, K., Bedwell, W., Lazzara, E. H., Salas, E., Burke, C. S., Estock, J. L., & Conkey, C. (2009). Relationships between game attributes and learning outcomes review and research proposal. Simulation & Gaming, 40(2), 217–266. http://dx.doi.org/10.1177/1046878108321866


Zhang, H. (2013). Pedagogical challenges of spoken English learning in the Second Life virtual world: A case study. British Journal of Educational Technology, 44(2), 243–254. http://dx.doi.org/10.1111/j.1467-8535.2012.01312.x