Digital game–based learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-shelf videogame, Food Force, on learner affect and vocabulary retention

Authors

  • Claire Ikumi Hitosugi University of Hawaii at Manoa
  • Matthew Schmidt University of Hawaii at Manoa
  • Kentaro Hayashi University of Hawaii at Manoa

DOI:

https://doi.org/10.11139/cj.31.1.19-39

Keywords:

Food Force, digital game-based language learning, vocabulary learning, affect, Japanese as a second language

Abstract

This mixed-method study explored the impact of Food Force (FF), a UN-sponsored off-the-shelf videogame, on learner affect and vocabulary learning and retention in a Japanese as a second/foreign language classroom. The videogame was integrated into an existing curriculum and two studies were performed. In Study 1 (n = 9), new vocabulary was embedded in task sheets. Study 2 (n = 11) introduced FF vocabulary explicitly and included a graded unit test. In both studies, participants took three FF vocabulary tests (pre-, post-, delayed) and an end-of-unit affect survey. Study 2 also included textbook vocabulary tests and interviews. Results indicated positive impact on learner affect and a preference for game-mediated activities over conventional exercises. Within-subject repeated-measure analysis revealed that participants in both groups recalled new FF vocabulary five weeks later at the same rate as immediately after the unit, while they significantly forgot words from the textbook. Study 2 resulted in better learning of FF words than Study 1. No gender difference was found in vocabulary test results. Positive FF effects may be evidence that digital game-based learning facilitates deep learning. Though there was significant positive effect on average, individual differences were found in students’ attitudes and vocabulary retention. 

Author Biographies

  • Claire Ikumi Hitosugi, University of Hawaii at Manoa
    Claire Ikumi Hitosugi, PhD is an instructor in Japanese in the department of east asian languages & literatures and an MA student in educational technology at the University of Hawaiʻi at Mānoa. She holds a BA in Japanese modern literature, an MA in second language studies, an MBA and PhD in communication and information sciences. Her research interests are innovative teaching, technology integration, trust on the web, and sociocultural psychology. She has previously written in the topics of extensive reading, the use of social networking sites in the classroom, culture and trust on the web. She additionally developed a Japanese writing workbook, and an online Japanese course.
  • Matthew Schmidt, University of Hawaii at Manoa
    Matthew Schmidt, PhD, is an assistant professor of educational technology and special education at the University of Hawaiʻi at Mānoa. He has designed, developed and supported technologies to enhance learning and instruction across a multitude of disciplines, including nuclear science, radiation protection, biological anthropology, second language acquisition, architectural archiving, veterinary medicine and social competence instruction for individuals with autism spectrum disorders. His research interests are situated in the intersection of curriculum and technology and focus on how emergent technologies can be best implemented for optimal learning outcomes. 
  • Kentaro Hayashi, University of Hawaii at Manoa
    Kentaro Hayashi, PhD is an associate professor of psychology at the University of Hawaiʻi at Mānoa and holds a BA in educational psychology (International Christian University, Tokyo), an MA in experimental psychology (Miami University of Ohio), and a PhD in quantitative psychology with a minor in biostatistics (University of North Carolina at Chapel Hill). He finished his postdoctoral research fellowship at UCLA. His research interests are statistical methodologies used in the social sciences and education, including factor analysis, structural equation models, multilevel models, and item response theory.

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Published

2014-01-31

Issue

Vol. 31 No. 1 (2014)

Section

Articles

How to Cite

Hitosugi, C. I., Schmidt, M., & Hayashi, K. (2014). Digital game–based learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-shelf videogame, Food Force, on learner affect and vocabulary retention. CALICO Journal, 31(1), 19-39. https://doi.org/10.11139/cj.31.1.19-39