Game-based language learning: It's not all fun and games

Presented at JALT2018.
This presentation provides an overview of the GBLL field, contrasts it with gamification and introduces my attempt at GBLL from a TBLT perspective to language learning.

For a video of the whole presentation as well as all references, please visit our blog: http://www.japangamelab.org/2018/11/28/jalt2018-presentation/

1. Game-based language learning It’s not all fun and games

2. Overview of the presentation What is a game? Defining GBLL Concrete examples Defining gamification Concrete examples Issues surrounding GBLL Introducing my own example of GBLL “It’s not all fun” examples “Wow, that IS fun!” examples Advice for teachers interested in GBLL

3. Defining “game”

4. Game definition: Suits (1967, 2014) To play a game is to engage in activity directed towards bringing about a specific state of affairs, using only means permitted by rules, where the rules prohibit more efficient in favour of less efficient means, and where such rules are accepted just because they make possible such activity. Rules (You must… / You must not…) Means (by the use of a golf club) Goal (score more than any other player) Voluntary act (for the fun of playing) A game is a system in which players engage in an artificial conflict , defined by rules , that results in a quantifiable outcome (Salen and Zimmerman, 2004).

5. Types of game

6. Source: https://www.flickr.com/photos/89165847@N00/19373442802/

7. Source: https://eslresources.files.wordpress.com/2007/03/board-game-allowed.pdf

8. Source: https://mmos.com/review/puzzle-and-dragons

9. Source: https://support.pubg.com/hc/en-us/articles/360002193033-PUBG-Mobile-questions-notices-and-more

10. Source: https://variety.com/2018/gaming/news/life-is-strange-now-on-android-1202878299/

11. Source: https://mmos.com/review/league-of-legends

12. Source: https://www.pcgamesn.com/world-of-warcraft/world-of-warcraft-new-players

13. Source: https://geekandsundry.com/common-questions-from-larp-newbies-answered/

14. Some game types Playground games “ESL games” Social/mobile games Console games MMOs LARPs School Life? (r/outside)

15. Game based language learning

16. What GBLL is Often mixed in with CALL (hence D GBLL) Research concerned with: The potential of gameplay to promote language acquisition Affective benefits of gameplay Pedagogical implementation of games for language learning Extramural , informal, connected, student-driven, autonomous learning. What can be learnt from a game? Skills Domain knowledge (Ke, 2016)

17. What GBLL isn’t A unified approach to, or theory of SLA. GBLL is aligned with An interactionist approach (mostly). A social approach to SLA (sometimes). The literacy turn (rarely). Necessarily digital The application of game mechanics to a classroom contexts (This is gamification, which we will cover shortly).

18. What can we teach with games? Consider games “just another media” for a second... ...then, it becomes clear that games can be used in many different contexts: ESP , with simulations (García-Carbonell et al. 2014, 2016) EAP , from a multiliteracies or connected learning perspective (deHaan, forthcoming) Online , formal learning (York, 2014) CLT/TBLT (Sykes, 2014; Jauregi et al., 2011; York & deHaan, 2017, 2018; Hastings, 2014) 21st Century skills (games require problem solving, collaboration, etc.)

19. Some concrete examples of GBLL

20. COTS game used - The SIMs. EXP 1: Game + worksheets and support materials mandatory EXP 2: Game + support materials (optional) Control: Game only But was the game actually needed? Are games efficient in teaching vocabulary and grammar? Is that all they are good for teaching? Miller and Hegelheimer (2006) Source: https://www.dailyedge.ie/the-sims-3887752-Mar2018/

21. Created an online Japanese learning school using Minecraft TBLT-informed, weekly classes Community of language learners in a supportive affinity space Regular activities Forum Video lessons Informal language learning episodes recorded Critiques Language spoken was mostly English (see also Isbell, 2018) Fashion learners No kanji focus York (2014)

22. kai_f : so what is "in front of" in Japanese? GhastGuy123: mae kai_f : front = mae , in front of -??? GhastGuy123: so mae ni is in front kai_f : yes kai_f : we will use the phrase"mae ni *** wo oitekudasai " kai_f : who knows this phrase? GhastGuy123: not me kai_f : k. I will write signs GhastGuy123: I GOT IT kai_f : lets see signs GhastGuy123: ok kai_f : please put *** = *** wo oite kudasai Thasan : ok, got it Prepositions with kai_f GhastGuy123: ok kai_f : so kai_f : mannaka ni red wool wo oitekudasai ... GhastGuy123: Wait, im gonna take notes kai_f : kk kai_f : good Thasan : I already writing XD

23. U.S. U.K. JP JP

24. Literacy focused Play → Discuss → Analyze → Participate → Report Social participation outside of the classroom context Reconsidering the role of the teacher and games as a teaching tool Critiques Implementation issues with low level learners (proficiency presumed) Implementation issues with large classes Lack of understanding of multiliteracies in the field, thus a need to educate/inform others deHaan (forthcoming) - ML with games

25. Scholz & Schulze (2017) - Extramural MMO play Learners played WoW after school Look for “near transfer” of skills in class, and second language development (SLD) I.e. can the game language be transferred to a non-game environment. “Near” defined as “transfer to a similar context or topic.” Game considered language learning ecology Critiques: No concrete tasks other than “talk about the game” No support materials to help learners play the game. No directions for playing Only focused on lexical items learned from the game. Source: https://aminoapps.com/c/wow/page/blog/undead-mage/

26. York and deHaan (2018) - Board games and TBLT (More details on this later!) Use of board games as part of a TBLT approach to SLA Critiques Presented later..! Lots. Don’t worry, I rail on my own work the most. Source: http://www.tuesdayknightgames.com

27. Gamification

28. In praise of pessimism--the need for negativity in educational technology (Selwyn, 2011)

29. Adding game-like elements to traditional education, like clickers, badges, etc Promoting out of class learning based on extrinsic motivation A way to drive behaviour in predetermined directions “ Within my own context of teaching in higher education, this is a very appealing proposition; the ability to harness the power of games without the difficulty of trying to implement games within my courses ” (Todd, 2017). What is “reward-based” gamification?

30. Uses of “reward-based” gamification “ If there is a situation where the subject has no way of developing intrinsic motivation to perform the task, then the reward-based gamification can be valuable in helping someone engage with the task. This use of incentives to motivate someone to do something when they have no other reason to do so is a very common use of rewards and for tasks that do not require creative thinking, incentive programs can improve performance (Pink, 2011)”

31. Class Dojo

32. Or as one of Mr. Fletcher’s third graders put it: “I like it because you get rewarded for your good behavior — like a dog does when it gets a treat” (Singer, 2014)

33. ClassCraft

34. “It's not a magic bullet, just something else that should be in a teacher's toolbox.” (Bray, in Ward, 2013)

35. Examples of gamification in English language teaching

36. Fukudai Hero (Lombardi, 2015) Goal: To raise student motivation and engagement with class materials. Game Elements Narrative Choice Surprise Collaboration Missions Feedback Points

37. Mission #7: (The topic on the textbook being ‘culture and music’) Choose a music genre that you want to talk about. Work with a partner. You and your partner will interview each other on the topic. Record yourselves! The mission is worth 50 points. Extra points if you actually sing while performing. Mission examples:

38. Fukudai Hero comments There is no strong narrative. FH takes place in the fictitious Kingdom of Fukudai [...], whose real-life equivalent is the university campus. Students are trainee heroes, and they have to prove worth of becoming full Fukudai Heroes. The official language of the kingdom is English (p.486) There is no goal other than doing English tasks for a grade: FH is mission-based. Missions are tasks designed to get students to use spoken or written English in and out of class. Their successful completion brings the wannabe heroes closer to their final goal. My translation : this intervention rewards students for undertaking disjointed, random “missions” that are aligned with textbook chapters.

39. Pocket Passport

40. Alfie Kohn on content (in Brandt, 1995) "Has the child been given something to do worth learning?" If you ask me what to do about a kid being "off task"—one of our favorite buzzwords—my first response is going to be, "What's the task?" If you're giving them garbage to do, yes, you may have to bribe them to do it. If the kids have to endlessly fill in the blanks on dittos, you're not going to get rid of rewards or threats anytime soon.

41. Pocket Passport Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist , 41 (10), 1040.

42. Pocket Passport “Technology’s primary effect is to amplify human forces.” “Where teachers don’t know how to incorporate digital tools appropriately, there is little capacity for the technology to amplify” (Toyama, 2015)

43. Isn’t school already gamified? Isn’t it just behaviourism? Remove the reward, remove the behaviour. 87% of applied gamification research does not mention or address theoretical foundations. Just tips and tricks. ( Seaborn and Fels, 2015) Please read Kohn’s “Punished by Rewards” Content -- the quality of the tasks given Collaboration -- allow learners to work with others (connect with peer-groups) Choice -- choice of task to complete (possibly related to learners’ individual interests) Critiques

44. What is “meaningful” gamification? (Nicholson, 2015) Reflection, Exposition, Choice, Information, Play, and Engagement (RECIPE) Exposition – creating stories for participants that are integrated with the real-world setting and allowing them to create their own Information – using game design and game display concepts to allow participants to learn more about the real-world context Nest learning about the real world as part of a game world setting Engagement – encouraging participants to discover and learn from others interested in the real-world setting

45. Issues with GBLL Source: Becker (2016, p.125)

46. Tech is hyped in contemporary society, which tends to be techno-utopian (Selwyn, 2011)

47. Bigum & Kenway (2005) on tech and schooling Boosters Utopians or idealists Doomsters Doomsters are nostalgic for the period when these technologies did not exist or for the practices and institutions that are being replaced by new technologies (p. 106) Anti-schoolers Subset of Boosters who see tech being a way to eradicate the necessity of formal schooling Critics While not totally opposed to the use of new communications media in education, they urge caution and draw on socio-cultural analyses of technological change to support their views. This rather diverse group tends to ask why and what. (p.103)

48. 99% of kids play games!* *Of course this is figure is incorrect. We know it’s really 100% /s “The digital gaming industry has captured the public's attention worldwide and in the United States alone, the video game industry is predicted to increase by 30% from 2010 to 2019, reaching $19.6 billion in revenue” (Sykes, 2018) “In 2010, a survey commissioned by the European games industry (Gamevision, 2010) revealed that on average 25.4% of Europeans aged above sixteen were ‘gamers’ (i.e., played games in the preceding six months)” (Cornillie, Thorne & Desmet, 2012) “Assumptions [regarding the learning potential of games] are often fuelled by global trends such as children’s widespread use of digital games, [...] and a consistent interest among teachers in using digital games” (Hanghøj & Hautopp, 2016)

49. MMOs are used A LOT. “more enthusiasm for describing the affordance of games and their motivating properties than for conducting research to demonstrate that these affordances are used to attain instructional aims, or to resolve problems found in prior research” (Tobias, Fletcher, Dai & Wind, 2011) But nothing seems to filter down to classroom-based implementation. Affordances for second language learning in World of Warcraft (Rama et al., 2012) Language Learning Enhanced by Massive Multiple Online Role-Playing Games (MMORPGs) and the Underlying Behavioral and Neural Mechanisms (Zhang et al., 2017) Multimodal analysis of language learning in World of Warcraft play: Languaging as Values-realizing (Zheng, Newgarden ( Young, 2012) Online Digital Game-Based Language Learning Environments: Opportunities for Second Language Development (Scholz, 2015)

50. More issues The role of teachers is ignored Games are provided as content only. Play the game, we’ll see what you learn (Rama et al, 2011; Zheng, Newgarden & Young, 2012; Scholz & Schulze, 2017) “Full lesson plans that address significant topic areas [...] to situate learning at the problem-solving level remain relatively scarce” (Van Eck, 2015) Affective affordances are receiving too much focus “The majority of DGBLL studies featured positive outcomes in regard to student learning, with the most frequently reported ones being related to affective or psychological states , closely followed by language acquisition” (Hung, et al. 2018) Definition of game is ill-defined Virtual/social worlds, flashcard programs, and gamification studies are all lumped in

51. More issues Gamification is not GBLL Elements such as “a problem to solve, competition, timing, and scoring can help to make an activity more game-like, but they are also elements of tests, so they do not, by themselves, lead to cooperative engagement [in educational gaming]’’ (Hubbard, 1991 in Cornillie, Thorne & Desmet, 2012)

52. More issues What kind of games to choose or to create How to find opportunities for language learning within gameplay How to integrate gameplay into the curriculum (Godwin-Jones, 2014) Game researchers are not gamers Games = frivolous, SLA is not considered “serious,” therefore scholars struggle to promote GBLL as a theory-driven discipline (Thomas, 2012) “Why are you asking about games? Games are only relevant when they have a learning principle behind them, so the important question is, what are your learning principles? Games? **** games. I'm a foreigner in Japan, that does not make me a game monkey to entertain you .” (Participant in Ohashi, 2017)

53. My attempt at GBLL

54. Use of modern board games

55. Each player has a unique role Each role possesses different information Game play is concerned with finding a “traitor” Players take on new identities each game Represent a typical “information gap” task Feed on players thirst for knowledge: Solving a mystery Whodunit? Time limits create tension Hidden Role games One Night Ultimate Werewolf

56. Resistance: Avalon

57. Cooperative board games Each player has a unique role Game success rests on successful cooperation Plan actions as a group Players can participate outside of their own turn Pandemic

58. Burgle Bros.

59. Dead of Winter

60. Theoretical framing: TBLT Games Have clear goals Tasks relate to each other Games feature tutorials that help learners learn how to do the “task” of gameplay Failure is inevitable and normal There is feedback on task performance (think: GAME OVER) Language use is authentic TBLT There should be clear goals There should be progression from one task to the next Pre-task activities should prepare learners for upcoming tasks Feedback is important (recasts, task performance feedback) Language use should be authentic (there should be a focus on goal completion, not language use)

61. Task-based language teaching (TBLT) Pre-task activities Teacher led Introduce the task Show examples of the task Brainstorm vocabulary & grammar Plan for task performance Task Student centered Exchange information Work collaboratively Achieve a concrete goal Post-task activities Teacher led Focus on language Produce a report of the task activity Evaluate performance

62. Read the rulebook Watch natives play on YouTube Check rules Test play Brainstorm game language My model of GBLL Pre-play activities Gameplay Play for fluency Use the L1 when necessary Record the game audio Post-play activities Transcribe game audio Analyze the audio for errors and L1 usage Research and present grammar/vocab Prepare to replay the game

63. Play and record (2) Visual overview Report Play and record (1) Learn how to play Analyze the recording Analyze the two recordings

64. C ontribute content for the next generation of players! Record a gameplay video Record a “rules explanation” video Write a game review Write a grammar guide for the game Give a presentation about the game Final Project Learner Master Creator

65. Technology usage Smartphones utilized throughout the framework Pre-play Game research “How to play” videos on YouTube Short rule descriptions online Play Record audio for self-transcription Post-play YouTube videos again Dictionary usage Amazon reviews Video-making projects

66. Needs analysis of tasks for Japanese university students (Lambert, 2011) Gathering info from EN sources Learn rules to the game from the rulebook and/or websites Summarizing EN info into JP Check rules using Japanese in oral discussion Present game rules Creating and editing docs in EN Final project review Most worksheet activities Transcription Learning goals Translating docs from EN --> JP The opposite is done in pre-play tasks Interpreting between EN and JP speakers Not currently done with this model Asking for advice During cooperative gameplay Emailing in EN Not currently done with this model

67. It’s not all fun though...

68. Choosing games for students to play is not easy Teacher knowledge of games is paramount Games are hard. Cognitive demands are too much for some/most students You can’t just give students a game and expect it to be played in English Students almost scoff at your for expecting them to play a game in English. Like, “What? There’s no way…!” Things to consider when choosing to do GBLL Is “getting kids speaking” good enough? Are you just killing time? Are you reiterating the narrative of “games = fun Friday afternoon activity?” What is so special about “student speech time?” Is that ALL games are good for?

69. Impoverished utterances Students are smart (“president” 👉) Games are “fun” as a negative: Not for studying, but for enjoyment, therefore, students don’t see the necessity to speak in English while playing. Games are thought of frivolous exercises by some students. Managing groups is difficult Sending groups to other locations (for recording) Finding teachable moments for each group in post-task activities Keeping students on task (throughout) If you don’t require it, some students won’t do it. “I’m going to test your speaking ability next week” -- good results. Play this, record what you say because we are going to analyse it -- bad results. + many more on the Japan Game Lab http://www.japangamelab.org/ Things to consider when choosing to do GBLL

70. Wow, that IS fun!

71. Post-play YouTube watching with contextual information. Gameplay is captivating (flow?) The “goldmine” like nature of native speakers’ speech Opening students up to cultural analysis Authentic input Experimenting with language during games is creative fun. Ex. 1: The devil that can only lie -- “I have a girlfriend.” Ex. 2: Create an experience, not a win-lose scenario! Rigorous academic work “That’s the most I’ve used my brain at this university” (from an electrical engineering student) Teacher as important role model Pointing out interesting phrases in YouTube videos Explaining cultural elements Seeing “the penny drop” Learning rules in isolation → Test play → understanding the complex interaction between rules = priceless “Wow, that IS fun” examples

72. Advice for others

73. Learn about games as a teacher-researcher before employing them in your own context W ithout basic “game literacy” [...] it is difficult for teachers to select relevant curricular aims and assignments that relate meaningfully to particular game goals, game practices and assessment criteria. (Hanghøj & Hautopp, 2016). Playing a game yourself is probably the best way to determine if the game you are considering is going to work in for you in your classroom, but who has the time? (Becker, 2016, p. 122) ❌❌❌ How to start GBLL in your own context Read the literature and align your work with an approach to pedagogy. Go all in. Commit. (not just on a Friday afternoon). Don’t just play, add pre-, post- and even during-task activities. Make learning goals clear! Start of semester presentation Constant reminders of the framework Transparent assessment rubrics Consider the role of the teacher instructor, playmaker, guide, and evaluator (Hanghøj, 2013). Iterate, iterate, iterate.

74. Thanks for listening ⚀　⚁　⚂　⚃　⚄　⚅ James York Tokyo Denki University | Japan Game Lab 🐦: @ cheapshot ✉: [email protected]

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