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Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review

机译：高中生小学阶段基于数字游戏的第二语言学习成果：系统文献综述

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The aim of this systematic literature review was to examine the empirical evidence for the effectiveness of digital games on second language learning between 2014 and 2018, with a focus on participants 6-18 years old. The initial search yielded 578 results, from which a total of 26 articles were included in the final content analysis. The analysis of the included studies revealed: (1) the majority of studies were conducted with a mixed methods design; (2) most studies used computers as the gaming platform; (3) the most common game genre was educational games or educational mini games; (5) most games were designed for learning; (4) research was mainly conducted in East Asia and the Middle East; (5) the primary context of study was within a formal learning environment; and (6) the target language was usually English. Further analysis suggests that digital learning games (DLGs) may benefit players' language acquisition, affective/psychological state, contemporary competences, and participatory behavior. An inductive analysis revealed six key game features highlighted within the studies that influenced the outcomes: ease-of-use, challenge (at one's zone of proximal development), rewards and feedback, control or autonomy, goal-orientation, and interactivity. In addition to game features, associations between context and outcomes were also explored: studies conducted within a formal learning environment, with or without teacher facilitation, resulted in mostly positive language acquisition results, meaning DLGs can be implemented successfully within schools. Based on the overall findings, it is clear that DLGs are an effective tool, but future research should explore how they can best be implemented in the classroom setting.
机译：本系统文献综述的目的是检验2014年至2018年间数字游戏对第二语言学习的有效性的经验证据，重点是6-18岁的参与者。最初的搜索产生578个结果，最终的内容分析中总共包含26条文章。对纳入研究的分析表明：（1）大多数研究采用混合方法设计； （2）大多数研究都使用计算机作为游戏平台； （3）最常见的游戏类型是益智游戏或益智迷你游戏； （5）大多数游戏是为学习而设计的； （4）研究主要在东亚和中东进行； （5）学习的主要背景是在正式的学习环境中； （6）目标语言通常是英语。进一步的分析表明，数字学习游戏（DLG）可能有益于玩家的语言习得，情感/心理状态，当代能力和参与行为。归纳分析揭示了影响结果的研究中突出显示的六个关键游戏功能：易用性，挑战（在近端发育区域），奖励和反馈，控制或自主权，目标导向和互动性。除了游戏功能外，还探索了情境和结果之间的关联：在正式学习环境中进行的研究（无论有没有老师的协助），在语言习得方面大多是积极的，这意味着DLG可以在学校内成功实施。根据总体发现，很明显DLG是一种有效的工具，但是未来的研究应该探索如何在教室中最好地实施它们。

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