Table of Contents
Baltra, 1990. Language Learning through Computer Adventure Games
Hubbard, 1991. Evaluating Computer Games for Langue Learning
Jones, 1991. Some Principles of Simulation Design in Interactive Video for Language Instruction.
Meskill, 1990. Where in the World of English is Carmen Sandiego?
Taylor, 1990. Simulations and Adventure Games in CALL
(Baltra, 1990)
Baltra, A. (1990). Language Learning through Computer Adventure Games. Simulation & Gaming, 21(4), 445–452. https://doi.org/10.1177/104687819002100408
Summary: This article first argues that computer adventure games are good for developing fluency in L2 learners because: (1) they are not centered on language (task-based); (2) they encourage meaningful discovery learning which (3) creates opportunities for student interaction; and (4) they integrate the four language skills. Next, this article investigates Malone’s (1981) view on how challenge is a crucial factor in internal motivation. Malone’s (1981) six points related to challenge are applied to computer adventure games: (1) clear goals, (2) constant feedback; (3) uncertain goal attainment; (4) hidden information; (5) unpredictability, and (6) randomness.
Evaluation: This historical DGBLL article is an interesting thought piece. It is divided into two parts. The first part looks at adventure games and communicative fluency, and the second part challenge and motivation. Like other articles written during the nascency of a field, or by those who are new to a field, it seeks to apply an outside framework, in this case, Malone’s (1981) views on challenge and motivation, but does empirically test if this application fits. As with many pieces on DGBLL, it seems to be, at times, overly optimistic.
Reflection: This piece will sit well in a discussion of historical DGBLL. I like when frameworks are take and applied in this kind of systematic fashion, and it reminds me of Compton’s (2025) piece applying Day and Bamford’s (2002) 10 principles for extensive reading to gameplays of digital RPGs.
Keywords: #historical_dgbll, #adventure_games, #motivation, #challenge, #communicative_language_teaching
(Hubbard, 1991)
Hubbard, P. (1991). Evaluating Computer Games for Language Learning. Simulation & Gaming, 22(2), 220–223. https://doi.org/10.1177/10468781912220
Summary: This thought-piece argues that there are two crucial questions which must be answered when it comes to using computer games for second language learning: Firstly, how do we determine whether students will consider it a game? Secondly, how do we determine whether it helps students learn language?
Evaluation: This article argues that computer games can be a motivating, provide language learners with comprehensible input, and facilitate communicative practice and negotiation of meaning. They argue that a game is an end rather than a means, gameplay gives pleasure to the player, and that the player’s central task is to beat the game. They note that, for a teacher to use videogames, their teaching approach must be compatible with using games (teaching through games is not for everyone), and that individual differences in learners will also affect how beneficial gameplay is for learning a language. They argue that for players to be engaged and cooperative there needs to be an element like a problem to solve, competition, timing, or scoring. They explain why a game like hangman is not effective for language learning.
Reflection:
While this early article on DGBLL is a thought piece, it is pretty interesting. Many modern studies do not effectively argue that their intervention uses a game (there are DGBLL studies which include gamified activities and even flashcard apps). They also correctly do not assume that games are intrinsically motivating.
Keywords: #historical_dgbll, #motivation
(Jones, 1991)
Jones, G. (1991). Some Principles of Simulation Design in Interactive Video for Language Instruction. Simulation & Gaming, 22(2), 239–247. https://doi.org/10.1177/1046878191222009
Summary: This article discusses lessons learned from developing two games for language learning. These lessons are: (a) Devise a scenario which creates opportunities to practice the target behavior, (b) try and reconcile the narrative sequence with the desired learning sequence, (c) let the criteria for success or failure in the simulation be determined by the learning objectives, and (d) integrate instructional procedures into the scenario: (1) Presentation of text, (2) comprehension checking, (3) feedback, (4) and help.
Evaluation: This article is a kind of case study on the two games they built and the lessons they learned. From that perspective, it is interesting. However, it is not an intervention study, and the effectiveness of the games is not addressed. Still, they are reflective about what they built, and their principles are derived from their experience.
Reflection: This article is interesting because it is an early attempt to build videogames for language learning. They discuss issues like in-game comprehension checking, positive and negative feedback, and help. They discuss dialogue options and how they can be used for selective review. This article identifies the difference between game-player and player-player interaction. It reminds me of working of the article I just wrote about playing testing a demo of my graded digital rpg. It is important to write about games during development and playtesting. The game “Danger Mission” has two endings. This shows that what happens in a game can lead to multiple endings, even if that narrative split is at the end.
Keywords: #historical_dgbll, #game_design, #case_studies, #playtesting
(Meskill, 1990)
Meskill, C. (1990). Where in the World of English is Carmen Sandiego? Simulation & Gaming, 21(4), 457–460. https://doi.org/10.1177/104687819002100410
Summary: This article claims that gameplay of 'Where in the World is Carmen Sandiego?' by ESL students is great for learning English because it is motivating, interesting, and is in line with TBLT (although they do not mention tasks specifically) and CLT.
Evaluation: It was written in 1990, so it is an early piece in DGBLL. However, this piece is entirely hypothetical and views gameplay of 'Where in the World is Carmen Sandiego?' by ESL students through rose-colored glasses, imagining that everything—from pre-task to post-task, including issues of student engagement, interest, and participation—goes perfectly smoothly. It also seems to downplay the amount of work required to make pre- and post-tasks work well. There are no references, other than to the game itself. It reminds me of the piece I wrote and tried to publish on TTRPGs for EFL, there is something there, but it is entirely hypothetical and unproven.
Reflection: Interesting from a historical perspective and makes many claims and hypotheses which they did not test. Should be a part of the historical DGBLL section of my literature review, pointing out how scholars were starting to think of DGBLL, but did not yet have evidence of its effectiveness.
Keywords: #historical_dgbll
(Mulligan & Gore, 1990)
Mulligan, P. A., & Gore, K. (1990). The Immigrants: The Irish Experience in Boston 1840-1859. Simulation & Gaming, 21(4), 453–456. https://doi.org/10.1177/104687819002100409
Summary:
Evaluation:
Reflection:
Keywords: #historical_dgbll,
(Taylor, 1990)
Taylor, M. (1990). Simulations and Adventure Games in CALL. Simulation & Gaming, 21(4), 461–466. https://doi.org/10.1177/104687819002100411
Summary: This paper explores adventure games as tools for CBLT. The author presents two keys to successful use of games for L2 teaching and learning: (1) selecting the right simulations and games and (2) designing ways of integrating them into the curriculum. The paper ends by discussing SIMS as an example of a game that is great for CBLT/TBLT.
Evaluation: As with other historical work in DBGLL, the arguments being made seem obvious. Is that because they are historical, pioneering pieces, or are they just stating the obvious: one needs to choose the right games and design ways of integrating them into the classroom? Perhaps not, because I would argue that, certainly with a well-made game for L2 learning, it can be played without classroom integration. The paper seems to be too optimistic concerning the affordances of gameplay of the SIMS. It does, however, highlight gameplay as part of TBLT, which I think fits well. However, I would not subscribe to an overly orthodox view of TBLT, that requires pre and post tasks, etc.
Reflection: This historical piece on DGBLL is relevant insofar as it is attempting to laydown groundwork for the field to build on, as well as an early proponent of combining what will come to be known as DGBLL with TBLT. It also references earlier works in DGBLL.
Keywords: #historical_dgbll, #games_cblt, #games_tblt, #groundwork