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Educationally Designed Game Environments and Feedback

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Language, Education and Technology

Part of the book series: Encyclopedia of Language and Education ((ELE))

Abstract

This chapter addresses the potential of educationally designed game environments and in particular that of game-generated feedback for encouraging, through purposeful instructional design, learners’ engagement in the process of developing skills in a second or foreign language (L2). By reviewing the existing research literature, it fleshes out the idea that gameful feedback may be a powerful design element for engendering participant engagement in instructed L2 learning. We define “engagement in game-based CALL” as learner behavior that is typified by the following characteristics: (1) it is driven by intrinsic motivation; (2) it is focused primarily on language meaning and communicative use; and (3) it involves attention to linguistic form. The chapter reviews pioneer studies on gameful engagement in CALL, describes recent research that addresses the role of feedback in relation to designed engagement in CALL, and examines trends in work in progress such as gamification, as well as problems in current research. We conclude with challenges and directions for future research.

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Author information

Authors and Affiliations

  1. KU Leuven (University of Leuven), Kortrijk, Belgium

    Frederik Cornillie

  2. IMEC, Leuven, Belgium

    Frederik Cornillie

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  1. Frederik Cornillie
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Correspondence to Frederik Cornillie .

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Editors and Affiliations

  1. Portland, Oregon, USA

    Steven L. Thorne

  2. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

    Stephen May

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Cornillie, F. (2017). Educationally Designed Game Environments and Feedback. In: Thorne, S., May, S. (eds) Language, Education and Technology. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02237-6_28

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