Design of Web-Based Mini-Games for Language Learning: An Evidence-Based and User-Centred Approach

Introduction

This paper reports on an ongoing project which aims to develop and evaluate web-based mini-games for language learning in an evidence-based and user-centred approach. In recent years, a shift is taking place towards more learner-centred learning environments, and designers of Computer Assisted Language Learning (CALL) software have stressed the need for a user-centred design approach (Colpaert, 2010; Hémard, 2003). In general, there is a growing interest in participatory design, in which users are involved in the design process (co-design), marking a move away from traditional design methods characterized by an expert mind-set (Sanders 2008).

Many gaming elements, such as competition, interaction/interactivity, problem solving, scoring, and feedback, are also present in traditional learning and testing environments. Hence, it is conceivable that learners’ perceptions of these “gaming elements” determine the reception of a language learning activity as a game to a significant extent, rather than the educational intentions of instructional designers alone (Hubbard, 1991). This warrants empirical research on language learners’ perceptions of games for learning, as well as user evaluation studies with operational prototypes.