Perceptions of Students towards Video Games as a Tool for Vocabulary Enhancement in the ESL Classroom
1 Marlon Dominique B. Custodio and 2 Reginald Ivan L. Sison
1 National University,marlondominique.school@gmail.com
2 NationalUniversity,reginald.sison1995@gmail.com
.
Abstract: Over the past decades, technology has been a part of people’s way of communicating and learning. The rapid increase of production and game design captivates the interest of the consumers of video games. Despite the potential benefits of video games on learners’ vocabulary acquisition, evidence has shown that video games can have negative effects on the child’s learning and decreased the probability to academic success such as addiction, depression, and aggression. Furthermore, there is a lack of empirical studies that will prove its effectiveness in students’ vocabulary learning. The current study intended to investigate the students’ perceptions in order to know if video games can facilitate students’ vocabulary language learning. The researchers use a qualitative method for this study. A modified 15 items interview questions were conducted from 10 grade 5 and 6 students from a private school in the National Capital Region in the Philippines. The results shows that video games have potential benefits in enhancing learners’ vocabulary. However, some of the participants claimed it causes more disadvantages than learning. They said playing video games for long hours can reduce attention span, exposure to violence, and impulsiveness. The current study suggest that in order for it to be effective, the content must be aligned with the learning objectives and outcomes indicated in the curriculum.
Keywords: vocabulary learning, video games, language acquisition, digital game-based learning ( DGBL), technology
1.0 INTRODUCTION
1.1 Background
Since the early development of video games, world has experienced great change. The innovation in technology had increased its production and game design improved to the point it offers more limitations than opportunities. It becomes captivating, addictive and fun among children.
The use of video game as a tool for learning was made in the 1980, which they called edutainment games. However, some still believe that using video games will deter the child’s learning and it will lead to violent behavior. Despite the immense production of new technologies, many teachers are reluctant in using technology instead they are used to traditional teacher-centered instruction (Thorne, Black, Sykes, 2009; Simpson & Stansberry, 2008)
Video games gained its popularity in the past decade until the present caught the interest of consumers. It is a connection of popular culture and the usage of computer games in the learning environment. The fact that its main function is to entertain people during their leisure time. It is proper to identify, people will absorb the information easier when they are interested rather than they were not, (Whelchel 2007).
Non-educational video games such as Defense of the Ancients 2 (DOTA 2), League of Legends (LOL), Call of Duty, The Sims, and other simulation games are widely popular in the 21st century. Video games are another venue for the learners to experiment in a virtual environment. Aside from the benefits of developing learner’s vocabulary knowledge, listening skills, and pronunciation while playing video games, it can also develop communication skills. Playing video games can bolster learner’s vocabulary learning by unconsciously picking up new vocabularies (Huang & Yang, 2012; Thorne et.al, 2012; Ranalli, 2008). It helps students to thrive their motivation to various academic content and skill within and outside the game.
1.2 Research Gap
The research gap for this study is that there is no sufficient empirical studies which will prove the effectiveness of video games especially the non-academic computer games in enhancing students’ vocabulary learning. That is why teachers do not agree with incorporating video games in the language classrooms. The lack of research in this field may due to challenges it provides which can impede the child’s learning (Jasso, 2012).
1.3 Research Problems, Aims, and Objectives
Despite the rapid growth of studies which claiming the potential benefits of video games in vocabulary learning, varying points provide in different literatures suggests there are more negative effects than opportunities. In order to know if video games can help to improve students’ vocabulary learning, there is a need to examine the students’ perceptions in regards with this matter.
The current study aims to investigate the perceptions of students towards video as a tool for vocabulary enhancement. The following research questions guided the present inquiry:
a. What are the students’ perceptions towards video games as a tool for vocabulary enhancement?
b. What are the challenges that may arise in integrating video games in the classroom?
1.4 Review of Related Literature and Studies
Development of Technology in Education
1.4.1Computer- Assisted Learning (CALL)
The CALL (Computer-Assisted learning) is defines as “the approach in language teaching and learning wherein in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element” (Davies, 2010, p. 261). In other words, CALL is a computer based technology software which is used for pedagogical purposes and can be presented in text, images, sound, and video. The computer analyze the learner’s response and offers a feedback to pinpoint errors.
Video games, according to Pereira ( 2013), can be used as a tool in language learning in two ways: First, language is provided wherein learners must interact with in order to make progress and, eventually, successfully reach a conclusion. This can be done by listening/ reading to the details or information given in the game. In addition, video games promotes the use of language around the game-play as any other language learning material that could provide. It also had shown positive effects on language leaning and successful vocabulary acquisition (deHaan, Reed & Kuwada, 2010; Milton, Jonsen, Hirst & Lindenburn, 2012; Ranalli, 2008).
Some studies that are focusing on computer games integrated in for language learning. (Beatty 2003). CALL which stands for Computer Assisted Language Learning. Teaching language based on different computer- based activities. These Computer-based materials are made for language learning in schools. It contains research based activities which is its main purpose. (Beatty 2003). To add, there are some studies that shows possible better strategies are obtained in learning through playing. The players are making strategies for learning in the future (Gee2007).
Integrating games for learning is called “ gamification” which is defined as “the careful and considered application of game thinking to solving problems and encouraging learning using all the elements of games that are appropriate” (Kapp, 2012, p.12). However, in the study of Proctor (2013) and Mifsud (2013), students believe that electronic games are not effective, appropriate, or beneficial to their learning.
1.4.2 Video games in language acquisition and vocabulary development
Studies on learning a foreign language through video games investigated the effects of player attributes, in-game and non-game variables and reported mainly positive results (Cornille et al. 2012; Peterson, 2012; Turgut & İrgin, 2010). On the other hand, serious games (educational games) just merely offered technical and instructional suggestions and only investigated learners’ opinions towards serious games. Studies stated students’ positive attitudes towards serious games (Jantke & Hume, 2015; Howland et al. 2013; Romero & Barma, 2015).
Moreover, studies on the effect of video games as a tool for vocabulary learning is conducted by Vahdat & Behbahani (2013) among the Iranian students. They use an experimental qualitative method. Participants were divided into two groups. There are 10 males and 10 females in the control group and experimental group. The control group study vocabularies via traditional classes. On the other hand, the experimental group was exposed on the same vocabularies via a video game called “Runaway: A Road Adventure”. Their studies show that video games are beneficial in enhancing vocabulary learning. Males are more inclined than females in playing video games.
In the study of Sylven and Sundvquist (2012) , they investigated Swedish children ranges from the ages of 11- 12 if the L2 proficiency in paying digital games. They have found that there are higher English proficiency in playing more extramural gaming as measured by tests of reading, listening, comprehension, and vocabulary.
Chik (2014) conducted a multiple case study to investigate the gaming practices and perceptions of 153 Chinese undergraduates in Hong Kong University. All participants in the study spoke either Cantonese or Mandarin as their first language, and English as their L2. Benson’s (2011) framework was used as an instrument to explore out-of-class L2 learning. The framework includes the following variables: location, formality, pedagogy, and locus of control.
Chik (2014) also found certain challenges; she said that players only just picking up vocabulary words during the gameplay and advised COTS games needed to be supplemented with learning activities. DeHaan (2013) also points out players are merely pressing buttons during the game and recommends players to write or speak on message boards since output are limited.
1.4.3 Learning motivation
Cornillie et.al (2012) claimed that video games can serve as a ground for the learners to enhance their reading comprehension and provides a safe for the students to make mistakes. When overcome challenges, they began to feel a sense of urgent optimism and motivation. McGonigal (2016) describe urgent optimism as a desire to face challenges with the hope of success. This shows, unlike many language learners, are afraid of failure.
Some students particularly the shy ones may be discouraged or refrain themselves to practice the oral language while students who have high language skills tend to outperformed them in classroom activities. The visual displays and clear game instruction wherein learners are require to complete a set of learning tasks in order to a achieve particular set of skills.
In video games, players communicate with one another and with non-player agents during gameplay via various types of communication functions, such as synchronous chat channels, tools for voice chat, texts, and hypertext commands (Peterson, 2012).
Players to play video games for the following reasons. First, players are provided with new content of the game and immense amount of rewards such as points and golds when goals are attained. Secondly, video games serves as an arena for the players to build teams and compete with each other ( Morford et.al, 2013).
1.4.4 Affective Filter in Learning
Anxiety and lacks of motivation may affect a student’s language learning. According to the Affective Filter Hypothesis of Krashen (1982), negative emotion can deter a person’s language acquisition process. This will serve as ‘filter’ which will prevent the person to practice the target language. These emotional and psychological factors will affect their confidence and motivation which will lead to a high anxiety. The primary causes of this phenomenon may be found in the classroom environment wherein failures don’t have a place for learning. A classroom environment that allows making mistakes will hone a student’s self-esteem and ability to take risks. On the other hand, a classroom that does not allow students to make mistakes will deter their language development especially their affective filter level will raise.
In contrast with the traditional classroom environment, video games become an avenue for a person to be less anxious because when a player fails during the gameplay he or she can learn from those mistakes without feeling embarrassed (Gee, 2003). This create a safe, non-threatening environment for practicing and engaging in activities to language acquisition especially vocabulary learning.
Furthermore, Krashen (1981) also said that an individual can be called a good language learner if that person can be able to obtain a sufficient intake of the target language and most importantly he/she has a low affective filter. A language learner is not a conscious learner. In this case, a person who plays video games feel less pressured because they know making failures are normal. Gee (2005) further elaborate this point by saying that students should be encourage to explore different learning styles, take more risks, learn from mistakes, and find different solutions to solve problems without risking a bad grade. This helps them to lower down their anxiety levels and take more risks (Reinders & Wattana, 2014; Sombrio et al., 2014).
1.1.6 Challenges of Video Games
Continuous exposure in playing video games can cause harmful effect on the physical, emotional, and psychological well- being of the child. According to research, video game play can lead to changes, in terms of physiological, psychological and in terms of cognitive development (Mclean & Griffiths,2013). Considering it positive effects, video games can facilitate and enhance the learning skills of learners.
However, long hours of gameplay will reduce enough time for homework writing, which can negatively affect one’s academic performance (Roe & Muijs, 1998). Violent video games increases aggression. Based on the different case studies, correlational studies, and experimental studies and meta-analyses shows that spending long hours playing video games can triggered children’s aggressive thoughts, feelings and behavior (Anderson & Dill, 2000; Anderson & Bushman, 2001:353; Anderson et al., 2010; Ferguson, 2007). Long hours of playing can increase the tendency of losing sense of time. This can lead to sacrifice their time on the important things which includes making assignments or forming healthy relationships.One study claim that video game play increase attention problems (Gentile et.al, 2012 ; Swing et.al, 2010). High arousal and shift in focus weakens their ability to do other activities and will shorten attention spans.
Considering the entertainment and fun it can provide, one major challenges that should take into account is the learning outcomes or the goal to be attained. Teachers are still hesitant to integrate video games in evaluating the learners’ needs and needed to consider the content, outcomes and objectives which must be attained during the game (Griffiths, 2002). Problems in assessing learning outcomes through computer game platforms will unable for the teachers to evaluate learning competencies in the curriculum wherein it gives more emphasis on the grades and reaching exam standards. (Koh, 2011). Aside from these barriers, teachers also concerned about the time it will consume. Students who lack of computer literacy skills will make for the teacher to cater the needs of the students (Kerbritchi, 2010).
2.0 METHODOLOGY
2.1 Research design and Instruments
The present study employed a qualitative method to gain a deeper understanding on attitudes of elementary students in regards to the use of video games in vocabulary enhancement
2.2 Participants
The respondents in the study are 10 elementary students in private school of National
Capital Region, Philippines. The interview was conducted inside the classroom during their break time.
2.3 Instruments
A semi-structured interview consisting of 15 items will be used to investigate students’ attitudes on the impacts of video games in their vocabulary development. Number of questions will vary depending on the response of the participants. The researchers conducted a semi- structured interview so that the participants can able to elaborate their answers.
2.4 Data Gathering Procedure
Prior to the actual data gathering, the researchers gave the letter to the principal to the asked her permission to conduct the study in their school. At the first meeting, the researchers will collect their demographic data. It consist their name, gender, school, age, and their grade level. After which, they will proceed to the next step. The participants will be asked to answer the questions. The time may vary depending on the response of the participants and supporting questions which may follow after. The gathered responses will be treated with full confidentiality and an alias will be used.
2.4 Data Analysis
In order to answer the research questions, the researchers use coding system to analyze the collected data to come up with a clear description of the perceptions of students on the impacts of video games on their vocabulary learning. According to Saldana (2009), coding is a method in qualitative research which is often represented by a word or phrases that captures the gist of the visual data. The data consist of artifacts from the interviews, notes, journals, videos and so on. The coded data from the interview will also be analyzed if it matches with existing themes as indicated in the literature and to present new evidence that was not before mentioned. Consequently, there will be new themes that will established.
3.0 RESULTS
This part presents the results obtained from the interview on the perceptions of students on video games as a tool for vocabulary enhancement of elementary students in National Capital Region (NCR).
RQ 1: What are the students’ perceptions towards video games as a tool for vocabulary enhancement?
3.1 Vocabulary Learning
Majority of the participants agreed that video games enhances their vocabulary. Most experience were positive.
“Yes, while playing video games I discovered words that are unfamiliar to me but as I
move from one level to another I become familiarized with those words.”
“Yes of course, because of video games I discovered other words that I don’t know
before. It can prove your pronunciation by listening to the conversation. Although it
caught our interest to stay up late in the computer cafes I believe that everything must be
in moderation.”
In this commentaries, it has shown that video games can have potential benefits when it comes to vocabulary learning. It can motivate a person to learn as many as vocabulary as possible. However, at some point the player can pick up words which are not appropriate.
“Bad words, I always hear those words said by my playmates online. Sometimes I cannot
avoid also to say bad words because it is already part of the game.”
“No, because of the words I read and heard are not good. But it is still depends on what
kind of game.”
Due to long term exposure, some games taught them to learn “bad words” which is not appropriate for their age. Learners’ motivation is important as well as their mood. The participant enjoys learning new vocabularies and acquire more of it. Depending on the type of games they are playing, it helps the learner to practice and learn new concepts.
“The word I learned is Antro-Ordox. When I heard this word I had no idea but as the game
flows I already knew the meaning of the word. I also look on the dictionary or google it if
there is certain words I don’t understand.”
“I learned terms with acronyms like GG means Good Game. And also other words like
accommodate, linear, ignite, and visualize. I google it or look into the dictionary to see
what it means.”
“Yes, it is a big help for me to learn and enjoy. Whenever I play video games I always
acquire encounter different set of words. It sometimes makes me curious about the
meaning of the words so I google it or look on the dictionary to know what it means.”
The data also reveals the majority of participants reported that they also trying to know the meaning of the words by googling it or using the dictionary in order to learn the meaning of the words. Eight out of ten respondents said that they learned vocabularies while playing video games.
3.2 Lessen Anxiety
The use of different characters could affect a person psychological and emotional make up especially theirs selection and vocabulary learning strategies. In a video game, players can create their own avatars which they can manipulate throughout the game by using keyboard, mouse, or even gaming console. Some studies claim that using characters allows a player can mask their real identities which could lessen learning anxiety (North , 2007;Steinkuehler & Willliams, 2006; Williams, Caplan, & Xiong, 2007).
“Controlling the game. Moving the characters, you are the one who will dictate them what
to do. The characters I used in video games helps me to build me self-confidence because
I can be different people.”
The participant claimed that he is less anxious to make mistake because he can go back to the previous game point of the game. This revealed that video games can facilitate vocabulary learning to a certain extent.
3.3 Trial and Error
Majority of the participants said that they are not afraid of making mistakes during the game because they can make several attempts before a goal can be achieved. They will realize on what particular aspect of the game a mistake is committed until the problem is solved. Hence, playing video game enhances their problem-solving skills.
“You will learn words based on what you see during the game and you can always
interact with other players. While talking to them, you can use a lot of vocabularies. It
can also build your problem solving skills. You can always access your last saved data
once you failed or died during the game.”
Furthermore, they become less worried in making mistakes because they can always go back to the previous saved game and learned from those shortcoming to get on the right path. Learners become goal-oriented.
“It allows you to restart the game once you have failed. Every fails in a video game
always has a second chance. I’ve become less worried about making mistakes because
those are just a part of learning. We can learn from those failures to get on the right
track.”
RQ2: What are the challenges that may arise in integrating video games in the classroom?
Distraction to Learning
It can be inferred in the results that video games can have a variety of potential benefits in building the vocabulary development of the learners. However, the findings show that some participants do not agreed on using video games in vocabulary learning due to its harmful effects.
Appropriate Games
Another challenge is the appropriateness of the specific video game for the proper player. Some of the interviewees said that, yes they have learned vocabularies in playing video games yet the words are not appropriate for their age to learn. As the game flows, some games are showing or saying bad words or even their playmates online.
Lack of learning outcomes and objectives are one of the problems in the integration of game-based learning in the classroom. Another barrier that can be found is the time allotted for a certain task. Time of instruction must be also taken into account. Based on the interviews, themes for this category are established.
4.0 DISCUSSION
The present study aims to investigate the students’ perceptions in order to know if video games can facilitate students’ vocabulary language learning. The participants’ perceived that video games at some extent can enhance their motivation in terms of providing learners with meaningful experiences. Some of them, video games can facilitate vocabulary learning. The results show in the study, students acquired a certain amount of vocabulary and suggest a possibility it could hone learners’ vocabulary acquisition. This can serve as an avenue for the learners to hone their reading comprehension, to feel motivated, and to explore without overthinking their mistakes (Cornillie et.al, 2012). When overcome challenges, they began to feel a sense of urgent optimism and motivation.
It is also indicated in the results that some participants have a boost in self-esteem when they use an avatar or character in a game. This can be supported by some studies claiming that using characters allows a player can mask their real identities whichcould lessen learning anxiety (North , 2007;Steinkuehler & Willliams, 2006; Williams, Caplan, & Xiong, 2007).
However, it shows contradicting results due to the fact some participants are not advocates of gamification in the classroom and believe it can lessen academic success, triggered aggression, and addiction (Anderson & Dill, 2000; Anderson & Bushman, 2001:353). As cited in the literature, one of the challenges of video games is it can reduce attention span, reduce academic performance, and exposure to violence (Roe & Muijs, 1998). Time of instruction must also to put in consideration in integrating technology in the classroom.
The researchers ask an expert regarding the integration of technology in the classroom.. We interview one of the outstanding researcher in the field of educational psychology and assessment to further gain an insight about this particular issue. Magno (2017) states that video can benefit the students if it hits the necessary learning competencies then it can be beneficial. This is supported by the cognitive multimedia theory where the features of computer applications facilitate students thinking. Furthermore, facilities such as computers, mobile devices and other electronic devices should be enough to accommodate the number of students in the classroom. Internet speed is still a problem in the Philippines. Time is also important for the teachers to plan what specific applications are relevant to the lesson.
5.0 CONCLUSION
Video games can be an effective tool for language learning. It can increase a person intrinsic and extrinsic motivation by its potential to enhance learners’ vocabulary which can be emotionally and psychologically satisfying. It can also evoke a person’s interest to collaborate with others, share information and form bonds with others. Video games have a big impact on the language proficiency because it widens the players’ vocabulary while interacting with other players who are native and non-native speakers. In addition, youngsters can be able to practice their language learning by doing activities they are interested in. Players are exposed to different vocabularies which are not taught in the classroom.
Despite its benefits, there is also pitfalls that may arise if not used in moderation. Addiction, aggression, isolation can have debilitating effect on learners’ academic performance and health. In spite of the fact, teachers are still reluctant to integrate digital game-based learning in the language classrooms because there is a need for a proper training and learning activities that is suitable for the learners must be given paramount importance. Furthermore, the school must have complete facilities in using gadgets like laptops. tablets, iPad, and other mobile devices to effectively implement video games in the classroom.
5.1 Implications, Limitations, and Recommendations for Future Research
5.1.1. Implications
This study explored students perception towards on using video games as a tool for vocabulary learning. Based on the findings of study, video games may help learners to acquire vocabularies. However, the study also reveals contradicting results. Some participants claimed it as a distraction because they believe it can consume their time instead of working on their assignments. In order for digital game-based learning to be effective, the content must be aligned with the learning objectives and outcomes indicated in the curriculum. Teachers’ duty is to inform the students about the set of goals that must be attained. Directing learners towards goals that are attainable and realistic makes them realize what particular outcomes and objectives are expected them to do.
5.1.3 Limitation and Recommendations for Future Research
A limitation of the study is that the number of samples in this study are limited. In order to get a more accurate results, the population must be increased. This can happen if the future researches will employed a cross-sectional study in other institutions. The future studies should consider the learning outcomes, teaching approaches, and the content of the material suitable for the learners’ needs in a game-based learning environment. The researchers must conduct studies on the motivational factors of video games in vocabulary learning. Finally, there is a few studies about the causes of addiction on video games.
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