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TRABAJO FIN DE GRADO Título

The use of gamification and videogames in second language learning Autor/es

Félix Castellanos Valencia Director/es

Almudena Fernández Fontecha Facultad

Facultad de Letras y de la Educación Titulación

Grado en Estudios Ingleses Departamento

Curso Académico

2015-2016

The use of gamification and videogames in second language learning, trabajo fin de grado de Félix Castellanos Valencia, dirigido por Almudena Fernández Fontecha (publicado por la Universidad de La Rioja), se difunde bajo una Licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 Unported. Permisos que vayan más allá de lo cubierto por esta licencia pueden solicitarse a los titulares del copyright.

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El autor Universidad de La Rioja, Servicio de Publicaciones, publicaciones.unirioja.es E-mail: [email protected]

Trabajo de Fin de Grado

THE USE OF GAMIFICATION AND VIDEOGAMES IN SECOND LANGUAGE LEARNING Autor: FÉLIX CASTELLANOS VALENCIA Tutor/es: Fdo. Almudena Fernández Fontecha Titulación: Grado en Estudios Ingleses [601G]

Facultad de Letras y de la Educación

Año Académico 2015/2016

CONTENTS ABSTRACT ............................................................................................................................................ 3 RESUMEN ............................................................................................................................................ 3 1. INTRODUCTION ............................................................................................................................... 5 2. WORKING DEFINITIONS .................................................................................................................. 9 2.1. Gamification ............................................................................................................................. 9 2.2. Videogames .............................................................................................................................. 9 2.2.1. Negative aspects of videogames ..................................................................................... 11 2.2.2. Offline and online Games................................................................................................ 12 3. METHODOLOGY ............................................................................................................................ 13 3.1. Analysis................................................................................................................................... 13 3.2. Corpus .................................................................................................................................... 13 4. ANALYSIS: A STATE OF THE ART OF THE USE OF VIDEOGAMES IN SECOND LANGUAGE LEARNING ........................................................................................................................................................... 15 4.1. Videogames and Motivation .................................................................................................. 15 4.2. Videogames and Foreign Language Skills .............................................................................. 17 4.3. Videogames and the Gender Variable ................................................................................... 21 5. CONCLUSIONS ............................................................................................................................... 23 CONCLUSIONES ................................................................................................................................. 24 REFERENCES ...................................................................................................................................... 27

ABSTRACT Learning a second language is an important process and a goal for students to be able to communicate in different contexts. However, learning is not always a fun process, and students might lose motivation when it comes to traditional classes and ways of learning. In order to avoid this, the field of second language learning has incorporated different tools to motivate students in their learning process. One of these tools is the use of videogames in second language learning, which lies within the field of gamification. The use of videogames serves as an alternative way of learning that permits the learner to engage in dynamic activities that allow him/her to learn and enjoy at the same time, increasing motivation. The purpose of this paper is to provide an overview of gamification and videogames and to explore how videogames can affect second language learning. To achieve this goal, thirtyfour studies dealing with different aspects of second language learning have been selected. In them, the process of the use of videogames in learning a foreign language and the effect it has on the learner is studied, to ascertain whether they can be a useful tool in motivating the learners and helping them improve their proficiency. This paper concludes that videogames can be a dynamic and effective tool for second language learning, and discusses some issues for further research. KEY TERMS: videogames, gamification, second language learning, foreign language, proficiency, motivation.

RESUMEN El aprendizaje de una segunda lengua es un proceso importante y una meta que los estudiantes quieren alcanzar para poder comunicarse en distintos lugares. Aun así, aprender no siempre es divertido y los estudiantes pueden perder la motivación con formas de aprendizaje tradicionales. Para evitar esto, el campo de aprendizaje de segundas lenguas ha incorporado diferentes herramientas para motivar a los estudiantes en el proceso. Una de esas herramientas es el uso de videojuegos en el aprendizaje de segundas lenguas, dentro del campo de la gamificación. El uso de videojuegos sirve como una alternativa de aprendizaje que permite a los estudiantes realizar actividades dinámicas que ayudan a aprender, 3

aumentando además su motivación. El propósito de este trabajo es dar una visión sobre la gamificación y los videojuegos y explorar cómo los videojuegos pueden afectar el aprendizaje de una segunda lengua. Para cumplir este propósito, treinta y cuatro estudios relacionados con diferentes aspectos del aprendizaje de segundas lenguas han sido seleccionados. En ellos, el proceso del uso de videojuegos para aprender una lengua extranjera y el efecto que tienen en el estudiante se ha analizado para comprobar si puede servir como una herramienta útil a la hora de motivar al alumno y ayudarle a mejorar su dominio del idioma. Los resultados de este estudio concluyen que el uso de videojuegos para el aprendizaje de segundas lenguas puede ser una herramienta efectiva y dinámica y plantean algunas cuestiones de cara a futura investigación. PALABRAS CLAVE: videojuegos, gamificación, aprendizaje de segundas lenguas, lengua extranjera, motivación.

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1. INTRODUCTION Second language (L2) or foreign language (FL) 1 learning is a process affected by a wide variety of factors, like for example gender, age, culture and motivation in relation to learning. In particular, among all the factors affecting L2 learning, motivation has been considered to play an important role at the time of learning. In fact, a positive correlation has been found between motivation and FL acquisition in previous studies, such as Schmidt and Watanabe (2001), Lasagabaster, Doiz and Sierra (2014), Yu and Watkins (2008), and Fernández Fontecha (2010). The fact that motivation helps students when using videogames for learning a FL is supported by Figueroa (2015) in his study about videogames and L2 learning, who claims that an individual demonstrates motivation by engaging in an activity and by his/her prolongation of that activity, along with the intensity with which it is performed. In the case of using videogames for L2 learning, they serve as a motivation for the L2 learner to prolong the activity of learning a FL while playing. However, there are more benefits than only increased motivation in using videogames for learning in general. Griffiths (2002) lists some of the benefits (and also disadvantages) that the use of videogames can offer regarding educational purposes, which includes L2 learning. For example, videogames are attractive to people from different ages, ethnicities, educational status or gender. Videogames also serve as a good tool to examine self-esteem, self-concept, goal-setting and individual differences. They are stimulating and fun for players, which can help in maintaining their undivided attention for longer periods of time. Also, they are interactive, and contain elements which allow players to experience curiosity, challenge, interest, which can stimulate learning. Videogames let players go beyond real world barriers, allowing them to do activities that they could not do in real life and to explore, destroy, die, without real consequences. Finally, videogames can assist children in setting goals, ensuring goal rehearsal, providing feedback, reinforcement, and maintaining records of behavioral change. This last asset that videogames can offer is closely related to scaffolding, which in basic terms, and according to Wood, Bruner and Ross, (1976: 90) and Gibbons (2015:3), consists in a relationship between teacher and student in which the student Although L2 learning and FL learning refer to different dimensions, they will be used indistinctively in this paper. 1

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is guided by the teacher in order to develop his or her own way of thinking and reasoning, being provided with material that will help him or her along the way whenever necessary. Within the context of L2 learning with videogames, the relation resides in the fact that videogames set clear objectives for players to achieve, and provide them with sufficient information and training in order to reach their goals. In this way, the videogame is the teacher, and the player is the student. The videogame guides the student along the way until he or she is able to manage by himself. Videogames can hence serve as a multimodal tool to help scaffolding. According to Wang (2015:473), “the application of multimodality is a phenomenon of communication through many kinds of devices and symbol resources.” In this context, learning and L2 learning can be done through many kinds of ways and with the use of different tools for the process. If we consider that the traditional way of learning in general is by using books, videogames used for FL learning are just one of the many options or alternatives for L2 learning. In the traditional way of learning a FL, the device would be the book and the symbol resources the contents of the book. Videogames, on the other hand, are an alternative device with alternative symbol resources, being those the content of the videogame. In this way, videogames would serve as a multimodal tool which supports scaffolding in a more motivating learning routine for students of a FL. If the use of videogames for L2 learning has proven to have such beneficial results, then it should be considered as an alternative tool for teaching, which can help students in engaging and continuing the activity of learning. Previous studies have shown that videogames can help for teaching not only a language, but also subjects dealing with cultural knowledge. The study of Dourda, Bratitsis, Griva & Papadopoulou (2014) demonstrated that the use of a videogame in a CLIL context could help students learn geography. Moreover, the studies of Eisenchlas, Schalley & Moyes (2016), Balcikanli (2012), Peterson (2011) and Newgarden, Zheng & Liu (2015) proved how videogames increased not only students’ competences, but also their knowledge about foreign countries’ cultures. This implies that videogames can be used in a wide variety of fields, and that they do not necessarily improve only one competence in the learner.

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However, the topic of L2 learning with the use of videogames needs further research, since it is a relatively new field and some of the factors in relation to it need to be clarified, such as if violent games affect children’s behavior or if there is a gender gap in the use of videogames for L2 learning. Griffiths (2002) remarks that videogames can be an effective tool, but that more techniques have to be taken into consideration in order not to avoid using more efficient tools. Nonetheless, he considers them to be efficient tools when it comes to teaching in general. The present paper tries to analyze the role of the use of videogames in the context of L2 learning and if it can have positive effects in enhancing motivation and developing reading, writing, speaking and listening skills and vocabulary. It also tries to ascertain if the use of videogames in L2 learning is influenced by a gender gap. For that purpose, the procedures and results of each study will be examined in order to know if the use of videogames has a positive or negative impact on L2 learning. Altogether, definitions of gamification and videogame are included. The first part of the paper serves as an introduction to the field in order to understand the main concepts. The second part analyzes the different studies selected, to determine whether the use of videogames in L2 learning is a valid tool.

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2. WORKING DEFINITIONS In this section, we are going to take a closer view upon the two main concepts of the paper, gamification and videogames, as well as some factors that might affect the use of videogames for L2 learning.

2.1. Gamification Werbach and Hunter (2012:16) claim that gamification“-is the use of game elements and game-design techniques in non-game contexts2.” The objectives of gamification, as Figueroa (2015:38) states, are to increase the participation of a person (called “user”) and to motivate him or her by adding game elements and techniques. He continues to say that in doing so, gamification creates a sense of belonging to the person who experiences it, achieving goals in their tasks by processes. Rodríguez and Santiago (2015) say that gamification is the process by which different game-designing mechanics and techniques are applied in order to seduce and motivate the audience towards the achievement of certain goals. Put it in another way, gamification consists in using mechanics and techniques found in games in order to solve real problems that do not have to do with those games. This paper focuses on the use of gamification, or in common basis, the use of games and videogames not only for the purpose of playing them for entertainment, but with a parallel objective: learning from them and solving real-life problems. Gamification can be applied in different fields, but the main goal of this study is to explore if gamification can enhance the learning of a FL. 2.2. Videogames Games and more specifically videogames are one of the most actual entertainment tendencies nowadays, and they are believed to be popular between children and teenagers, although they

As stated by Figueroa (2015), non-game contexts are those in which the target objectives are not meant only to enjoy, but that both will be part of the experience. 2

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are actually popular among adults as well. Shaffer, Squire, Halverson and Gee (2005:3) and Sherry (2001:409-410) argue whether videogames in particular might have a positive or a negative influence in the player, and they are concerned about the fact that videogames characterized by showing violence, hate, inappropriate vocabulary or obscene material might affect the player’s behavior and make him act in accordance. However, maybe games and videogames might as well have a positive impact in the player, proving to be not only a source of amusement, but also a positive aid towards learning. As mentioned above, the focus of this paper is to analyze upon the use of gamification and videogames in L2 learning contexts. To this goal, and in order to understand what gamification is, it is necessary to provide working definitions of the terms game and videogame. Sailer, Hense, Mandl and Klevers (2013: 28-37) speak about the components of games: The term game is usually understood to imply the following situational components: a goal, which has to be achieved; limiting rules which determine how to reach the goal; a feedback system which provides information about progress towards the goal; and the fact that participation is voluntary. Esposito (2005:1) defines videogames as “a game which we play thanks to an audiovisual apparatus and which can be based on a story.” In basic terms, a videogame is a game that is played in a console or an electronic device such as smartphones. Unlike games, videogames do require a console to be played, and are usually set in a virtual environment, i.e. not real, although a videogame can be (and usually is) based on reality. Gibson, Aldrich, and Prensky (2007:296) remark that, as James Gee3 , mentioned in an online colloquy in 2003, “A game is an intricately designed world that encourages certain sorts of actions, values, and interactions.” Taking into consideration these definitions and before proceeding to some other definitions, we can find some common characteristics between them. First, that both games and videogames are made for the player to engage in voluntarily. This is important, since videogames in L2 learning are used as an alternate way to motivate the learner, and it is

James Gee is a researcher who has worked in psycholinguistics, discourse analysis, sociolinguistics, bilingual education, and literacy. 3

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therefore essential for the learner not to feel forced to engage in playing a videogame, as that could spoil the motivation factor. Second, it is also worth noting that both Gee (2003) and Esposito (2005) agree in the fact that games or videogames have a story, and this is important, since a videogame with a story might make the player feel more involved when performing certain actions that might change the outcome of it. It also adds to the motivation factor by encouraging the player to make choices. Third, as Esposito (2005) claims, videogames, in comparison to games, need a console or an electronic device in order to be played. This is also a relevant feature to take into consideration, since the use of videogames in gamification to enhance L2 learning requires such necessary material in order to be performed, and it will correspond to the teacher to provide their learners with the necessary material.

2.2.1. Negative aspects of videogames If videogames are to be used with the purpose of teaching a second language, we need to use the appropriate material, in order to provide the learner with the adequate input. The definitions on the previous section share some common thoughts about games and videogames. However, we should take into consideration that even if motivation is a positive aspect of gamification, the content of a videogame might alter the effect of that property. As stated by Shaffer, Squire, Halverson and Gee (2005:3), We want to be clear from the start that video games are no panacea. Like books and movies, they can be used in antisocial ways. Games are inherently simplifications of reality, and current games often incorporate—or are based on—violent and sometimes misogynistic themes. As seen here, videogames are defined as simplified representations of reality, but this can be good and bad at the same time- since videogames deal with topics that might be a negative influence in players. Shaffer et al. (2005:3) claim that in order to make a videogame something that is constructive, it has to be “personally meaningful, experiential, social and epistemological at the same time.”

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Sherry (2001:409-410) looks at this controversial topic about videogames and the negative impact they might have in their players. In his paper, he claims that: Despite over 30 studies, researchers cannot agree if violent-content video games have an effect on aggression. The literature on video game effects is littered with mixed findings from studies that use a wide range of games, treatment exposure times, and subject pools, obscuring clear conclusions. In relation with gamification, we can make a distinction between two types of videogames: videogames that are made in order to teach, which would resemble the traditional way of teaching (just adding the use of videogames in teaching) and videogames that are made with the purpose of entertaining and not with educational aims.

2.2.2. Offline and online Games We can also relate videogames with social interaction and categorize them into two kinds of games: Offline and online games: On the one hand, offline games are those that do not require connection to the Internet. Online games, on the other hand, are games that are made to be played online, alone or with more people. The ones made to play with people require social interaction in order to fulfill determinate tasks within the game, and can result more important when enhancing L2 learning, since the student might need to use a FL not only to understand the game, but also in order to interact with people. Gamification can be performed through both online and offline games and each kind of game can offer different benefits. Whereas offline games can focus in the learning of vocabulary, grammar patterns and listening skills, for example, the use of online games can serve to put those skills into practice and learning to use them on a context of social interaction. With this in mind, we can take a look at the material and methodology employed in this paper to the purpose of finding out if the use of videogames in L2 learning has positive or negative effects in students.

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3. METHODOLOGY Before we proceed with the analysis of the studies selected for this paper, we will provide information about the sources and methodology employed to reach the goals of the study. Information will be given about the different articles selected for this paper for the reader to understand the topics they deal with and the procedures they follow. 3.1. Analysis This paper deals with articles related to the use of videogames in L2 learning. Those studies, which are going to be explained in detail in the analysis section, were chosen for this analysis due to their relevance within the field. It has to be taken into consideration that the use of videogames in gamification is a relatively recent device within the field of L2 learning and many other fields, and that is why most of the studies analyzed here are recent. In order to achieve the objectives of the paper, we are going to make use of meta-analysis, i.e. we will review and summarize the objectives, procedures and results of a collection of studies on videogames in the field of L2 teaching.

3.2. Corpus Thirty-four studies have been selected for this work, which address the use of videogames in relation to various aspects of L2 learning such as motivation, gender, vocabulary and the main linguistic skills. The selected references are representative, although they are far from a complete compilation of works on the field. However, there is need of further research on the topic. Moreover, there is lack of literature regarding some linguistic skills like writing. Nevertheless, a collection of works that clearly show the procedure and results of the investigation on each field (motivation, gender gap, vocabulary and linguistic skills) were gathered.

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All the studies here are dated from 2005 to 2016, with an increasing number of studies in the last six years. This comprises a time lapse of eleven years of study in the different fields of L2 learning in relation to videogames. The articles cover different FLs. Some of them are Mandarin Chinese, Spanish, Japanese, Turkish and German, and the native languages of the test subjects also vary. The corpus is not only diverse in the variety of languages, but also in the variety of ages in the test subjects and the variety of procedures performed in order to test if videogames are a useful tool for L2 learning. The ages of the test subjects go from children, to teenagers and adults. Their linguistic level also covers early stages of learning and more proficient levels.

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4. ANALYSIS: A STATE OF THE ART OF THE USE OF VIDEOGAMES IN SECOND LANGUAGE LEARNING The objective of this section is to analyze different variables of the use of videogames within the context of L2 learning. To this aim, this section will explore: (a) the role of videogames in increasing motivation, (b) the use of videogames in order to enhance foreign language skills and vocabulary, and (c) if gender affects the utilization of videogames in L2 learning. The results of the analysis should help us conclude whether the use of videogames within L2 learning is something beneficial or not, and according to that, their implementation on the teachers’ curricula will be discussed. Although the scope of this paper focuses mainly in the use of videogames in L2 learning, the use of videogames in the classroom context is something that has been applied previously in order to teach many things apart from English. The study of Sun and Gao (2015), Altura and Corwood (2015) and Kozdras, Joseph and Schneider (2015) gave evidence of how children can use videogames in order to improve their knowledge and skills on reading, writing and science, or even improve their physical activity. The use of videogames for teaching is not limited to only one field of learning. In order to see how videogames can serve as a teaching tool, we are going to begin by looking at the trait that is key to learners at the time of engaging in learning via videogames: motivation. After that, we will deal with videogames and the four main language skills and vocabulary. Finally, studies regarding gender gap in the use of videogames for L2 learning will be examined.

4.1. Videogames and Motivation Motivation is a key factor for engagement and continuation of any activity (Figueroa, 2015). If motivation helps in keeping somebody doing an activity, then teachers should be interested in providing their students with learning activities that can have the same effect in their students. Videogames are entertaining, and entertainment serves as motivation in order to keep playing. Because of this, researchers have focused their attention in the use of videogames in L2 learning as tools that can make learners learn and enjoy. 15

Godwin-Jones (2014) and Dalton and Devitt (2016) focus their analyses in videogames as teaching tools within the field of L2 learning, and they highlight the opportunities that videogames can offer in teaching a FL. Both studies agree in the fact that videogames, if used properly, provide a motivational source that helps students engage in learning a second language. This is important when it comes to considering that videogames are dynamic tools that can be used within the classroom context or at home in order not only to enjoy, but also to learn. In fact, many of the studies analyzed in this paper give evidence of how videogames with a high motivating element can lead to profitable learning. Among others, Mifsud, Vella and Camilleri (2013) and Berns, Gonzalez-Pardo and Camacho (2013) show that motivating videogames can improve reading skills. Allen, Crossley, Snow and McNamara (2014) and Eisenchslas, Schalley and Moyes (2016) give evidence of motivating videogames enhancing writing skills. Si (2015) and Lan (2014) prove that videogames that are motivating can help with speaking. Calvo-Ferrer and Belda-Medina (2015) and Lim and Holt (2012) show how videogames improve listening skills. Finally, Lin (2014) and Vahdat and Behbahani (2013) give evidence of vocabulary being enhanced with the use of videogames which result motivating to learners. These studies seem to point to the fact that videogames that are motivating help students learn. Motivation is one of the key factors that can have a positive effect in a learner of a FL when it comes to engaging in real language use. There are more factors, however, that can affect an individual willingness to communicate, such as anxiety, self-confidence, or fear to expressing in a FL in face-to-face situations (Horwitz, Horwitz and Cope, 1986). Nonetheless, thanks to motivation and to the virtual environment of videogames, some learners feel at ease when it comes to communicating in a second language. A comfortable learning environment can provide the learner with better input assimilation, which leads to more profitable learning. A motivating and unstressed environment is ideal for any kind of learning. Some videogames can provide the player with such an environment, and teachers and learners can take advantage of that quality and transform it into solid learning. However, it remains to explore whether videogames can really improve foreign language skills. In the next section, studies that reading, writing, speaking, listening and vocabulary will be analyzed, as to see

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if videogames successfully accomplish an increase of knowledge in students that use them in L2 learning.

4.2. Videogames and Foreign Language Skills Some of the factors that might affect a learner when it comes to engaging in second language use have been dealt with. Motivation can provide a good way to engage in videogame action, but it important to know whether using videogames in L2 learning can provide us with solid evidence of demonstrated learning. Within any language, there are four main linguistic skills that can be mastered in order to achieve a high level of proficiency, which are reading, writing, speaking and listening. Vocabulary has also been taken into consideration for this study, since most of the articles analyzed showed an increase in learners’ lexical competence. This might be due to the fact that some videogames introduce new terms that people need to understand in order to make progress in the game. Consequently, in recent years there has been an increasing interest in researching on videogames and FL skills. Reading is an essential and complex task in any language. According to Payne, Kalibatseva and Jungers (2009:119), “Reading comprehension in a second language (L2) is a complex task involving knowledge of vocabulary and grammar as well as controlled attention for continuous updating of information.” Since reading is one of the most complex tasks in any language, then it could be assumed that any way of learning that is entertaining for the student should make it a less difficult task. That is why some studies explored the use of videogames in FL reading learning. Wang and Shao, (2012), Mifsud, Vella and Camilleri (2013), Dourda, Bratitsis, Griva and Papadopoulou (2014), Berns, Gonzalez-Pardo and Camacho (2013) and Berns and Valero-Franco (2013) conducted studies with videogames that were specifically designed to teach. Although some of them dealt with more competences than only reading (mainly writing and listening), all of them focused on this skill. The results of their studies gave evidence of how teaching-designed videogames enhanced the learning of reading in a foreign language. Moreover, in some of the aforementioned studies, the results of the students who played videogames were compared to the results of students who did not use them, revealing that the first group outperformed 17

the second. This highlights that using videogames for L2 learning might not only help students, but also can make them perform better than those who do not use them. deHaan (2005) and Peterson (2011), on the other hand, used videogames that were not designed to teach. The results on their studies showed that videogames that were not specifically designed to teach could also have an impact in increasing the reading proficiency of students. Regarding the writing skill, only a few studies were found that studied the effect of videogames in FL writing, and all of the studies analyzed dealt with teaching-designed videogames. Perhaps this is because videogames that are not designed to teach usually a story or a series of objectives and have little to do with writing. The results of the studies of Berns, Gonzalez-Pardo and Camacho (2013), Allen, Crossley, Snow and McNamara (2014), Eisenchlas, Schalley and Moyes (2016) and Balcikanli (2012) evidenced learning when using teaching-designed videogames in L2 learning. However, the above mentioned study of Berns and Valero-Franco (2013) on reading skills showed not so positive evidence regarding writing. It was a comparative study between the use of videogames, J-CLIC4 applications and paper-based materials for L2 learning. The results in writing on behalf of the group that used videogames turned to be slightly lower than the results of the other two groups. Both positive and negative results have to be taken into consideration when it comes to teaching, since the use of videogames in L2 learning aims for the effective teaching of content in order to enhance the proficiency in a FL of the students. We have seen how studies on the use of videogames for L2 learning demonstrated their effectiveness in literacy skills. However, oral skills are also part of any language, and as such, they play a vital role when it comes to engaging in real language use with foreign language speakers. As it has been mentioned above, and according to Horwitz, Horwitz and Cope, (1986), some students of a FL might encounter difficulties when having to engage in real language use, especially when it comes to speaking. The interest in seeing if the use of videogames can help not only engaging in oral practice, but also improving speaking skills, has led to research in the field. The studies of Si (2015), Lan (2014), Balcikanli (2012), Liu and Chu (2010), and Lim, S. and Holt, L. (2011) employed teaching-designed videogames in order to see if they could improve reading in students of a FL. Results showed that effective 4

J-CLIC is an educational website aimed to improve learning through games, exercises, etc.

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learning had been achieved via videogames. However, there was a somewhat more interesting fact in the rest of studies regarding speaking. The studies of Newgarden, Zheng and Liu (2015), Reinders and Wattana (2014) and Soyoof and Jokar (2014) used nonteaching-designed videogames, but instead commercial videogames (two of them were multi massive online role playing games or MMORPGs) in order to see if they could have a positive impact in students improving their speaking skills. The results gave evidence not only about improvement in speaking skills, but also about improvement in the way they communicate and the vocabulary they learnt. MMORPGs usually lead the player to interaction with other players, and this engagement in communication in a foreign language with native speakers can lead the player to a more fluent conversation, which might involve different topics regarding both cultures habits. They also deal with more colloquial language and slang, so it is a good way to learn a wide amount of vocabulary. Finally, regarding the second oral skill and the last of the four main skills, we have explored studies that deal with listening-enhancing videogames. Different studies were conducted which focused in videogames containing a high listening input for students to have a wider range of exercises to recognize sound patterns and understand the language. The studies of Calvo-Ferrer and Belda-Medina (2015), Lim and Holt (2011), Butler, Someya and Fukuhara (2014) employed listening-designed videogames in order to see if the players could improve their listening comprehension by playing them. The results showed an enhancement of their comprehension capability, being able to grasp more content from the listening activities in videogames than in classroom contexts. On the other hand, the studies conducted by deHaan (2005), Anderson, Reynolds, Yeh and Huang (2008) and Sylvén and Sundqvist (2012) used commercial videogames for the experiments and explored the use of those videogames for learning purposes. The only main difference is that the study of Sylvén and Sundqvist (2012) evaluated the learning through videogames as activities outside the FL classroom. Despite that difference, the results of the three studies showed that commercial videogames can also enhance the listening comprehension of students. The fact that this happens with non-teaching-designed videogames points at the fact that students improving listening comprehension is inherent to the videogame, as long as the videogame contains the proper input. Instead, the enhancement of their listening skills seems to be directed by the use of a videogame that increases their motivation. In addition, the results of the studies of 19

Mifsud, Vella and Camilleri (2013), Berns, Gonzalez-Pardo and Camacho (2013), Berns and Valero-Franco (2013), or even some of the aforementioned studies, such as Sylvén and Sundqvist (2012) and Anderson, Reynolds, Yeh and Huang (2008) demonstrated that videogames might not only improve listening skills, but also writing and reading skills, and the amount of vocabulary the student learns. In fact, most of the studies analyzed in this paper contain vocabulary input, which makes players come across new terms and expressions. Vocabulary is one of the essential components of language. It allows us to express in a more variegated way and in a wider range of fields, to avoid wordiness, and to be more accurate in conveying meaning when it comes to using a language. Since vocabulary affects the proficiency of any speaker when it comes to engaging in a language (be it native or foreign), researchers on the field of the use of videogames for L2 learning have grown interested in examining the role of videogames in L2 vocabulary acquisition. Some of the studies mentioned in the reading, writing, speaking and listening sections gave evidence of an increase in both proficiency in L2 skills and lexical competence (or vocabulary learning). Some examples are Mifsud, Vella and Camilleri (2013) which showed reading, listening and vocabulary acquisition when using videogames in a FL; the study of Berns, Gonzalez-Pardo and Camacho (2013) highlighted improvement in reading, writing, listening and vocabulary in a second language; and the study of Newgarden, Zheng and Liu (2015) which proved that videogames can have a beneficial effect in learning speaking and vocabulary. Nevertheless, there has been research that focused in the acquisition of vocabulary via videogames. The studies of Lin (2015) and Lan, Fang, Legault and Li (2015) tested the vocabulary acquisition of second language learners in teaching-designed virtual environments, and the results showed positive vocabulary input in the students. On the other hand, the studies of Vahdat and Behbahani (2013) and Sylvén and Sundqvist (2012) used commercial videogames for vocabulary-teaching purposes. The results of the first study highlighted that the necessity of learning vocabulary in order to be able to advance in a narrative game led the students to successful vocabulary learning. The second study analyzed previous experiments from the researchers, and concluded that it is possible to enhance vocabulary by using videogames in a FL. Moreover, their results led them to think that the use of MMORPGs, due to their authentic environment, renders players able to practice, develop and test their interactive skills. Since MMORPGs have an important social element, 20

players are likely to interact with other players who might or might not be from the same country or culture, thus engaging in foreign language use. Videogames in any language might serve as a proper tool for L2 learning, as long as they are used properly and contain appropriate input. It has been seen that many studies help students enhance the four main competences of language and also vocabulary learning. However, some of the studies analyzed in this paper intended to test not only if videogames could enhance learning, but also whether gender plays a significant role when it comes to the use of videogames in L2 learning. 4.3. Videogames and the Gender Variable So far, we have been analyzing studies that deal with motivation, the four main linguistic skills along with vocabulary. However, another important issue regarding the use of videogames within L2 learning is the gender variable. According to a recent study by Shen, Ratan, Cai and Leavitt (2016), previous research on the field of digital games highlighted a gender gap in the participation and performance by both genders. This would suggest that men play more and better than women. In order to ascertain whether that was true or not, they performed a comparative experiment between men and women playing MMORPGs. Although their research does not deal with teaching with videogames in L2 learning, the results of the study stated that there is no gender gap between men and women in videogames and that women perform as well as men do. Additionally, they remark that the existing stereotype about female players being inferior to male players is not only false, but also “a potential cause for unequal participation in digital gaming”. When it comes to using videogames in learning a FL, teachers must make sure that the videogames they are using fit the necessities of both males and females. Using a videogame that does not have the same learning effect in male and female subjects could lead to negative results both in the students’ marks and their feelings towards the practice. This has awoken an increasing interest in research about this topic, which has led to experiments that challenge the gender gap. The study of Mifsud, Vella and Camilleri (2013), Butler, Someya and Fukuhara (2014) and Vahdat and Behbahani (2013) tested whether gender affected learning with videogames in L2 learning, and the results of their research showed 21

that there were no significant differences in the use of videogames between male and female subjects. However, the study of Sylvén and Sundqvist (2012), which focused in the use of videogames as extramural activities, illustrated that boys prefer MMORPGs whereas girls prefer single-player games, and that those differences could affect motivation and have an impact in their performance depending on the videogame used for learning. Anderson, Reynolds, Yeh and Huang (2008) used a free person shooter (FPS) videogame for their study, and the results proved that gender might play a role in the use of videogames in L2 learning. In their experiment, female players did not feel attracted to the military genre of the videogame, thus losing motivation towards the activity. The variety of results found in these studies leads to the conclusion that more research is needed on the field. The studies of Mifsud, Vella and Camilleri (2013), Butler, Someya and Fukuhara (2014) and Vahdat and Behbahani (2013) concluded that there was no disparity between the results of male and female players in their experiments, whereas the research of Sylvén and Sundqvist (2012) and Anderson, Reynolds, Yeh and Huang (2008) gave evidence of clear differences, which mainly affected the motivation of the players. It is necessary to provide a clear conclusion regarding the impact of videogames in both genders, since they must be provided with material that can equally help both male and female learners enhance their skills in a FL.

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5. CONCLUSIONS The present study looked at the relation between the use of videogames and L2 learning and analyzed the effect of videogames-based learning regarding motivation, the four main competences of language and vocabulary. Additionally, it studied if gender plays a part when it comes to engaging in learning with videogames. In the analysis, it has been shown that the utilization of videogames in L2 learning can have positive effects in the learning process of a student. The studies examined for this paper showed a tendency in which the exposure of students to videogames in a learning context resulted in increased motivation and a more willing engagement to the activity. This is important since motivation towards an activity helps the learner keep engaged in doing it (Figueroa, 2015). Furthermore, and according to the analysis of the studies, we can observe that the use of videogames for L2 learning enhancement is inherent to the language that is being studied. This is supported by the fact that the studies do not deal with an isolated language, but with a variety of them instead. However, two things must be taken into consideration. First, that although most studies reported beneficial outcomes, some of them showed that not all of the skills covered by the study improved. Second, that there is an open debate about the gender variable. Some of the studies analyzed for this paper claimed that there is no gender gap when it comes to engaging in videogames and performance. However, some other studies gave evidence of gender differences when it comes some types of videogame, mostly resulting in a decrease of interest and motivation on behalf of the students if they do not like the videogame. More research is needed regarding this issue, in order to ascertain whether gender does make a difference or not in using videogames for L2 learning. Even though the goals of the study have been achieved, further research is necessary. There is a necessity for more studies within the field of videogames used for writing improvement and related to the gender variable. The number of studies that dealt with writing skills enhanced by the use of videogames in L2 learning was the most limited of this study. This might happen because within the field of commercial videogames, very few of them deal with writing skills, while they usually have a story in which players can read dialogue lines that help them enhance their reading comprehension. Also, players can hear spoken conversations which help them improve their listening and speaking skills. About teaching23

designed videogames, also only a few of them dealt with writing, which calls for research and design of new teaching-designed videogames within that field. Regarding the gender variable, and as stated before, further investigation has to be conducted as to conclude whether there is a gender gap or not, and solving it, in case such an issue takes place. Videogames that can provide with equal learning is vital for students in order to avoid any kind of social barrier. It is necessary to mention that this paper approaches the use of videogames in L2 learning and deals with a limited amount of articles, which are a representative sample of other studies within the field. Finally, this study could be useful for teaching purposes. Seeing that videogames can result a more engaging and motivational activity for learners, teachers should try to make use of them, not as tools that substitute the traditional methods of learning, but as alternatives or dynamic activities to be done at home or at certain moments during school. Further study could help minimizing the obstacle of students’ motivational drop. CONCLUSIONES El estudio se centró en la relación entre el uso de videojuegos en el aprendizaje de segundas lenguas y analizó los efectos del aprendizaje basado en el uso de videojuegos en relación a la motivación, las cuatro principales competencias del lenguaje y al vocabulario. Además, se ha estudiado si el sexo del jugador influye a la hora de aprender con videojuegos. El análisis de los artículos seleccionados para este estudio demuestra que hay una tendencia por la cual la utilización de videojuegos en el aprendizaje de segundas lenguas puede tener efectos beneficiosos en el proceso de aprendizaje del estudiante. Los resultados indican que la exposición de los estudiantes a los videojuegos en contextos de aprendizaje ha resultado en un crecimiento en su motivación y una mayor disposición a realizar la actividad. Esto es importante ya que la motivación a la hora de realizar una actividad ayuda al estudiante a seguir haciéndola (Figueroa, 2015). Además, y de acuerdo al análisis de los estudios, podemos decir que la mejoría en el aprendizaje de segundas lenguas con el uso de videojuegos es inherente al lenguaje estudiado. Esto se apoya en el hecho de que los estudios analizados no sólo estudian un lenguaje como lengua extranjera, sino varios de ellos.

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Aun así, dos cosas se han de tener en cuenta. Primero, que aunque la mayoría de los estudios demuestren ser beneficiosos para el estudiante, no todos ellos demuestran que las competencias que intentan cubrir hayan mejorado. Segundo, que hay un debate abierto sobre la variable de género. Algunos estudios analizados para este estudio afirman que no hay una brecha de género a la hora de usar videojuegos ni en el rendimiento de la persona que los usa. Por otro lado, algunos estudios dieron evidencia de diferencias de género en cuanto a algunos tipos de videojuego, resultando en la pérdida de interés y motivación por parte de los estudiantes si dicho videojuego no les gustaba. Se requiere una mayor investigación con respecto a este problema, para poder aclarar si el género juega una parte vital o no a la hora de usar videojuegos para aprender segundas lenguas. Aunque los objetivos de este estudio se han alcanzado, mayor investigación es necesaria. Se necesitan más estudios dentro del campo de videojuegos utilizados para mejorar la competencia escrita y en relación a la variable de género. La cantidad de estudios encontrados en relación a la mejora de la competencia escrita con el uso de videojuegos en el aprendizaje de segundas lenguas ha sido la más limitada. Es posible que esto suceda debido a que dentro del campo de los videojuegos comerciales, muy pocos se centran en la competencia escrita, mientras que todos suelen tener una historia que permite a los jugadores leer líneas de diálogo y mejorar su comprensión lectora. Además, los jugadores pueden oír conversaciones habladas, que les ayudan a mejorar sus habilidades orales. En cuanto a los videojuegos diseñados para enseñar, también han sido pocos los que tratan con la competencia escrita, lo cual indica que se necesita mayor investigación y diseño de videojuegos educativos en el campo de la escritura. En relación a la variable de género, y como ya se ha dicho previamente, se necesita mayor investigación que permita concluir si hay una brecha de género o no, y que permita solucionarla en caso de que tal problema sea real. Videojuegos que ofrecen a sus jugadores con una enseñanza igualitaria son imprescindibles para poder evitar cualquier tipo de barrera social. Es necesario mencionar que este estudio se acerca al uso de videojuegos para el aprendizaje de segundas lenguas y que utiliza un número limitado de artículos que son una muestra representativa de otros estudios dentro de dicho campo. Finalmente, este estudio podría ser útil en el ámbito de la enseñanza. Viendo que los videojuegos pueden resultar una actividad más atractiva y motivadora para los estudiantes, los profesores deberían intentar 25

usarlos no como herramientas que sustituyen al método tradicional, sino como alternativas o actividades más dinámicas que pueden hacerse en casa o en determinados momentos durante las clases. Un mayor estudio podría ayudar a minimizar el obstáculo de la pérdida de interés en los estudios por parte de los estudiantes.

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