Early Research on the Use of Computer Games in CALL: An Overview

Abstract

Primitive computer games first emerged in the 1950’s (Kirriemuir and McFarlane 2004). However, it was the development of mainframe computers that initiated the first large-scale research on the use of computer games in education (R. Sanders 1995). As was noted in chapter 1, the development of PLATO led to work that explored the use of this system in language education (Hart 1995). Games were incorporated in several PLATO systems designed for language learning, and several descriptions of this work are reported in the literature. In an example of this approach, Cole, Lebowitz, and Hart (1981) reported on the use of PLATO-based versions of popular classroom word games, such as tic-tac-toe, in a system designed to teach Hebrew. In a system for the study of Russian, Hart and Provenzano (1973) described a vocabulary learning game called concentration in which learners match Russian words with their English equivalents. The system recorded responses in order to enable learners to compare their scores with other players. Positive learner feedback to PLATO language games (Grundlehner 1974), coupled to the emergence of low-cost microcomputers and accessible programming languages, stimulated interest in the use of computer games in CALL. As these technologies advanced, computer games became an increasing focus of research (Philips 1987) and were viewed as a technology with great potential (Hubbard 1991).