Digital Gaming in the Language Classroom: Designing Effective Curricula (Advances in Digital Language Learning and Teaching)

Wrobetz, Kevin R.

ISBN 10: 1350415928 / ISBN 13: 9781350415928

Published by Bloomsbury Academic, 2026

About this Item

Seller Inventory # V9781350415928

Bibliographic Details

• Title: Digital Gaming in the Language Classroom: Designing Effective Curricula (Advances in Digital Language Learning and Teaching)
• Publisher: Bloomsbury Academic
• Publication Date: 2026
• Language: English
• ISBN 10: 1350415928
• ISBN 13: 9781350415928
• Binding: Hardcover
• Condition: New

About this title

Synopsis

This book examines how single-player role-playing digital games can promote foreign language acquisition and looks at how they can be integrated into the curricula of foreign language classrooms. As the commercialization of digital games continues to expand and accelerate, some research in digital game-based learning has shifted from creating digital games with pedagogical applications to adopting commercial off-the-shelf digital games for pedagogical purposes. Relevant literature has continually identified massively multi-player online role-playing games (MMORPGs) as a specific genre which may benefit second language acquisition (SLA), primarily through a sociocultural perspective whereby language learners interact with linguistically more capable peers within the context of the game. However, there is a gap in research regarding whether these benefits to SLA are limited to social gameplay mechanics. Wrobetz addresses this gap in research by using the smartphone edition of the single-player role-playing game (RGP) Life Is Strange in a mixed-methods study, measuring vocabulary acquisition and long-term retention from gameplay relative to controls. The author also examines how the perception of both smartphone gaming as a language-learning tool and the target language culture shifted throughout the study. This volume helps guide future research in digital games-based language learning to broaden the scope of games identified as being conducive to SLA. It also outlines how to structure formal foreign language curricula around the use of a single-player RPG to achieve the most desirable pedagogical outcomes.

About the Authors

Kevin R. Wrobetz is Associate Professor at Kobe Gakuin University, Japan.

Michael Thomas is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University, UK.

Mark Peterson is Associate Professor of Linguistics at Kyoto University, Japan.

Mark Warschauer is a Professor in the Department of Education and the Department of Informatics at the University of California, Irvine, Director of UCI's Ph.D. in Education program, and founding director of UCI's Digital Learning Lab.