The design features of digital games and their impact on language learning for EFL college students

doi:10.21203/rs.3.rs-3078695/v1

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Research Article

The design features of digital games and their impact on language learning for EFL college students

https://doi.org/10.21203/rs.3.rs-3078695/v1

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Background

Digital games have been recognized as an effective tool to enhance language learning, and their design features, such as interactivity, challenge, or immersion, have been linked to successful language acquisition. The purpose of this research study is to explore some design features of digital games and show their impact on learning English by EFL college students.

Methods

The methodology was based on a questionnaire survey that was conducted in two countries (Iraq and the Czech Republic) among 160 undergraduate students of English as a foreign language.

Results

The findings of this study reveal that digital games have the potential to be effective tools for improving English language proficiency among EFL college students and their effectiveness is especially affected by design features, such as personalization and interactivity. In addition, language skills development and perceived usefulness are also important factors despite the fact that students do not associate the intention to learn a language and perceived ease of use of the games with learning.

Conclusions

By understanding these factors and design features, educators and game designers can create games that are more engaging and effective in promoting language learning among EFL college students.

Digital Games

English as a foreign language

Effectiveness

Design Features

Digital games have become increasingly popular over the years, with millions of people around the world engaging in them regularly as a natural development of the use of different social media applications [1]. Kim et al. [2] report that digital games are a significant tool for social capital cultivation among young adult players, which imply successful cultivation of social capital is a key to positive gaming effects. Many people consider playing digital games as a form of entertainment, however, they can also serve as a valuable tool for informal learning. In particular, digital games can be a useful tool for improving one's English language skills. For instance, Albaqami [3] states that digital games offer a positive stimulating authentic environment, which plays a vital role in mastering the target language effectively.

One of the most significant features of using digital games for language learning is their immersive nature. Many digital games are designed to be engaging and entertaining, and they often incorporate English language elements such as dialogue, text-based instructions, and other written content [4-6]. By playing these digital games, individuals can be exposed to the English language in a way that is both enjoyable and interactive [7]. In addition, digital games allow learners to interact with the language in a way that is not possible with traditional language learning materials. On the other side, however, playing digital games can positively impact the non-gaming context [8]. Li, Peterson, & Wan [8] provide evidence for the transfer of vocabulary knowledge from the informal game playing to a classroom setting. This has been confirmed by many other research studies, e.g., [9-11].

Another feature of using digital games in foreign language learning is that they can be personalized to suit the needs of individual learners [12-13]. Many digital games have customizable settings that allow users to adjust the difficulty level, language complexity, and other variables to match their skill level [14]. This can be particularly useful for learners at different English proficiency levels, as they can tailor the experience to suit their individual needs. Furthermore, if students´ language needs are met, they are then more stimulated to learn a foreign language, and at the same time they want to progress in their learning [15]. Since players choose what to learn, playing digital games may in some ways encourage independent and autonomous learning. On the contrary, Al-Obaydi, Pikart & Klímová [16] found that in such an unintentional learning setting as digital gaming, specifically if it is considered extracurricular activities, there is no real language acquisition and no real autonomous learning because it does not stimulate the participants to learn but to play and enjoy.

In addition, a very specific feature of using digital games is that they can provide instant feedback to learners, allowing them to monitor their progress and identify areas where they need to improve. Klimova and Pikart [17] in their study claim that especially digital corrective feedback has a significant effect on the enhancement of students´ learning outcomes as also with Al-Obaydi et al. [18] and their self-regulated learning, as well as a long-term effect on their language accuracy. This immediate feedback can be more effective than delayed feedback, which is often provided by traditional language learning materials. This finding has been confirmed by Fu and Li [19] in their study on the effects of immediate and delayed corrective feedback on L2 development. The authors emphasize that it is important to deal with linguistic errors before they are proceduralized in the interlanguage, be the feedback digital or traditional.

Digital games can also offer a unique opportunity for learners to practice their English language skills in a safe and non-threatening environment [20]. As games are designed to be engaging and entertaining, learners may feel more comfortable making mistakes and experimenting with new vocabulary and grammar structures [7]. On the other hand, code-switching is also common among players due to the requirement of competition [11]. This can help build confidence and fluency in a way that traditional classroom settings may not be able to provide.

Thus, digital games have a range of design features that make them an effective tool for language learning for EFL college students. These design features, such as interactivity, engagement, feedback, and personalization, can lead to improved motivation, increased engagement, immediate feedback, and a personalized learning experience along with empowering learners towards efficient learning of the English language in the L2 context [21].

The purpose of this research study is to explore some design features of digital games and show their impact on learning English by EFL college students.

The research questions are as follows:

Is there any effectiveness of digital games as an informal learning tool for improving English language proficiency among EFL college students, and what design features of these games contribute to their success in facilitating language learning?
How do EFL college students perceive the use of digital games as a language learning tool, and what factors influence their motivation and engagement with these games in informal learning settings?

Participants

The survey was distributed among two countries (Iraq and the Czech Republic) in two different universities for undergraduates. The survey was designed by Google form, and the link was shared among participants and distributed through emails and social media applications. The total number of participants who filled out the survey was (160) participants, where 92 participants were from Iraq, while only 68 were from the Czech Republic. In addition, participants were divided into four age categories (18–22, 23–26, 27–30, and above 30), where the highest number of participants belonged to the first category (18–22) with (66.8%). There were slightly more Iraq students than Czech ones (57.5%). 104 (65%) respondents were males and 56 (35%) were females.

All respondents provided their informed consent and the study was conducted in accordance with the Declaration of Helsinki, and approved by the Institutional Review Board of the University of Hradec Kralove, no. 2/2021. No personal or private data were collected and the GDPR standards were followed.

Instrument

A survey served as the primary research tool in this study. It was constructed by the researchers based on the previous literature, their own experience, and the discussion with students. It was applied after exposing it to certain specialists to confirm its validity and then confirming its reliability. The first section of it dealt with demographic data, such as age, gender, nationality, amount of time spent, and type of game played. Its objective is to compile fundamental data on the participants.

The survey used in the present study suggested eight common different games that most students like to play, and the highest interested played game was Bupg with 22.9% and it is mentioned that it is the most frequent game that helped students to enhance their language skill development (20.8%)

According to the usual time used for play, the maximum number of participants pointed to (0–2 Hours) with (67.7%) and is significantly high compared to the other suggested time for play.

The second section, which dealt with language abilities and development, included eleven items that the researchers had created based on prior research and their own expertise in order to gauge students' language growth as they saw it and judged it to be.

The questionnaire's last section asked about how students' dealt with the design features of digital gaming in an English language teaching context. Especially, the following design features (immersive, interactive, personalized, feedback, unlimited/ multiple attempts, progressive, comfortable in using the language, and engagement) as adapted from Moyer-Packenham et al. [22] that has a substantial impact on language skills and competences.

Research Model

Table 1

Path coefficients
	BI	PEOU	PU
BI
LSD		0.250	0.512
DF	0.444	0.191	0.361
PEOU	0.162
PU	0.162	0.300

According to the path coefficient table, Table 1 results show a weak acceptance impact from the perceived ease of with language skills development and design features. While it shows a weak impact in the behavioral intention with perceived ease of use and perceived usefulness [23]. However, Table 1 shows a good and accepted impact in two cases, design features (DF) with behavioral intention (BI), where it produced (0.444), language skills development (LSD), and perceived usefulness (0.512).

Table 2 shows the item loading value for each question used in the survey. The item loading can be accepted if its more than 0.6, and its significant result and impact when its item loading is above 0.7.

Table 2

Item loadings
	BI	DF	LSD	PEOU	PU
BI1	0.789
BI2	0.744
BI3	0.822
BI4	0.807
DF1		0.966
DF2		0.980
DF3		0.983
DF4		0.728
DF5		0.641
DF6		0.678
DF7		0.835
DF8		0.832
DF9		0.718
LSD0			0.714
LSD1			0.757
LSD3			0.805
LSD4			0.883
LSD5			0.741
LSD6			0.670
LSD7			0.691
LSD8			0.834
LSD9			0.722
LSD10			0.692
LSD11			0.766
PEOU1				0.711
PEOU2				0.937
PEOU3				0.693
PEOU4				0.892
PU1					0.800
PU2					0.892
PU3					0.811
PU4					0.770
PU5					0.776

In conclusion, Table 2 item loading has the highest values for BI (0.822), design features (interactivity) with (0.980) and (personalization) with (0.983), language skills development (LSD) with (0.883), perceived ease of use (PEOU) with (0.937), and perceived usefulness (PU) with (0.892).

Table 3

Discriminant validity
	BI	LSD	DF	PEOU	PU
BI	0.746
LSD	0.423	0.772
DF	0.228	0.521	0.762
PEOU	0.485	0.559	0.509	0.892
PU	0.537	0.478	0.427	0.594	0.754

Table 3 shows the discriminant validity of the items used in the model and the strength of the item contrast used in each field. The validity is accepted if the diagonal line of the factor values is equal or greater than 0.7 and all the other values in the lower triangle are less than 0.7. The results of Table 3 show a significant result among all the factors and their item of contrasts included in each factor.

Table 4

Construct reliability and validity
	Cronbach's Alpha	Roh-A	Composite Reliability	Average Variance Extended (AVE)
BI	0.726	0.725	0.832	0.557
LSD	0.884	0.896	0.905	0.552
DF	0.742	0.764	0.811	0.515
PEOU	0.495	0.676	0.636	0.350
PU	0.806	0.818	0.867	0.568

Table 4 shows the reliability and validity results for each factor. According to Cronbach's Alpha, the reliability is accepted if the value is equal to or greater than 0.7. All the factors are accepted except PEOU.

The rho-A value is accepted if the value is greater than 0.7 for all the factors given in the model. As it is clear that INT, OSI, PEOU, and STA are having values less than the required standard of the test using the PLS-SEM program [24].

The Composite Reliability (CR) value is accepted if the value is greater than 0.7 for all the factors given in the model. According to the research model factors, all the values are well accepted in the model design diagram [25].

The Average Variance Rollability (AVR) is accepted if the value is greater than 0.5 for all the tested factors. According to the research model factors, all the values are well accepted in the model design diagram [26].

Table 5

R Square
	R Square	R Square Adjusted
BI	0.445	0.427
PEOU	0.415	0.397
PU	0.584	0.576

Table 5 shows the R square values are accepted properly with the three impacted factors as BI (0.445), PEOU (0.415), and PU (0.584). These values show that all tested factors are highly remarked and accepted [27–28].

Table 6

Mean, STD, skewness
	Mean	STD
BI	3.892	0.953
BI1	3.856	0.821
BI2	3.798	0.839
BI3	3.892	0.983
BI4	4.043	0.953
LSD	3.892	0.951
LSD0	3.879	0.913
LSD1	3.798	0.953
LSD2	3.384	1.070
LSD3	4.020	1.063
LSD4	3.697	1.087
LSD5	3.313	1.031
LSD6	3.455	0.903
LSD7	3.646	0.953
LSD8	4.040	0.962
LSD9	3.677	0.987
LSD10	3.899	0.845
LSD11	3.293	0.921
DF	3.759	0.982
DF1	3.646	0.953
DF2	3.384	0.953
DF3	4.020	1.063
DF4	3.293	0.921
DF5	3.879	0.893
DF6	4.002	0.921
DF7	3.313	0.903
DF8	3.293	0.953
DF9	4.020	0.962

Table 6 shows the Mean, and Standard Deviation (STD) for all factors and each factor items impact. The whole Table 6 results show significant results where all Mean values are above 3, which is accepted well. And STDs are above 0.7 and less than 1, which is strongly accepted by all the model factors.

The findings of this study are discussed with respect to the research questions set in the Introduction.

Is there any effectiveness of digital games as an informal learning tool for improving English language proficiency among EFL college students, and what design features of these games contribute to their success in facilitating language learning?

The results reveal that digital games have the potential to be effective tools for improving English language proficiency among EFL college students. Table 1 shows a good and accepted impact of language skills development (LSD) and perceived usefulness (0.512), which is in agreement with other studies that have also shown moderate effects of digital games on enhancing students' vocabulary, listening, communication, and interaction skills [7–8, 10–11], while also promoting motivation and engagement in the learning process [16, 29]. Table 1 illustrates a good and accepted impact in two cases, design features (DF) with behavioral intention (BI), where it produced (0.444), and language skills development (LSD) and perceived usefulness as (0.512). In addition, students’ physical, cognitive, emotional, and social development occur naturally during play through problem-solving, critical thinking, competition, interaction, engagement, and persistence.

The design features of successful language learning games typically include immersive, interactive, personalized, feedback, unlimited/ multiple attempts, progressive, comfortable in using the language, and engagement. The main result of the present study, as shown in Table 2, is the item loading that has the highest value for BI (0.822), design features (personalization) with (0.983), which is in line with the findings by [12–13], followed by interactivity with (0.980) (cf. [7], and language skills development (LSD) with (0.883). Furthermore, the results show that perceived ease of use (PEOU) with (0.937), and perceived usefulness (PU) with (0.892) are also significant factors. Interactivity allows students to engage with the content in a dynamic and engaging way, while feedback provides them with information on their progress and areas for improvement [30]. Immersion provides an environment that simulates real-life situations, enabling students to practice their language skills in a contextualized manner [31]. Adaptability, on the other hand, allows the game to adjust the difficulty level to match the student’s abilities, ensuring that they are always challenged but not overwhelmed. This is in line with Moyer-Packenham et al. [22] who made a study on how the design elements in digital games promoted learning with a special focus on six areas. Accuracy feedback, unlimited/multiple attempts, information tutorials and suggestions, focused constraints, progressive levels, and game efficiency were some of these categories. Thus, and as clarified in Table 6, the results show significant results where all Mean values are above 3, which is accepted well. And STD is above 0.7 and less than 1, which is strongly accepted by all the model factors. The emergence of gaming consoles and computer games has undoubtedly increased interest in gaming among players of all ages and, consequently, among educators in general. Games are no longer viewed as being only appropriate for children or in private settings, but rather incorporate a number of genres found in adult forms of communication, including ones that are unique to the game environment [11].

Overall, digital games have the potential to be effective informal learning tools for improving English language proficiency among EFL college students. Their success depends on carefully designed features that enhance interactivity, feedback, immersion, and adaptivity.

2. How do EFL college students perceive the use of digital games as a language learning tool and what factors influence their motivation and engagement with these games in informal learning settings?

According to the results of this study, it is not easy for the students to associate the intention to learn a language and perceived ease of use of the games with learning as shown in Fig. 1 and Table 1 because the findings demonstrate a weak impact on the behavioral intention with perceived ease of use and perceived usefulness. However, understanding how EFL college students perceive the use of digital games as a language learning tool and what factors influence their motivation and engagement with these games is crucial for optimizing their effectiveness as an informal learning tool. Online applications generally promote increasing students’ motivation by their nature [29, 32]. Factors that can influence students' motivation and engagement with digital games as a language learning tool may include the game's design, content, difficulty level, relevance to their language learning goals, and their own personal preferences and learning styles. Other secondary design features may include conflict, challenge, competition, interaction, opposition, and complexity; many games feature highly detailed plots, numerous characters, challenging puzzles to solve, and plot twists. Initially, games made for educational purposes, or "edutainment," did not contain this intricacy. Many such games do not fit the bill because they are frequently just straightforward vocabulary exercises with a scoring system added.

By understanding these factors and design features, educators and game designers can create games that are more engaging and effective in promoting language learning among EFL college students. It is worth noting that very few articles have dealt with the design features of digital games and their relation to the English language except for Moyer-Packenham et al. [22] who dealt with the design features of digital games but in mathematics. Thus, the present study aims to bridge the gap in the existing literature and in teachers’ and students’ experiences in this domain.

Depending on the results of the present study there is a good and accepted impact in two cases, design features (DF), especially with the highest features of (interactivity and personalization) with behavioral intention (BI), where it produced (0.444), and language skills development (LSD) and perceived usefulness (0.512). Learning English involves developing language abilities in connection to factors including motivation, ease of use, usefulness, and intention to use the language in digital games. Teachers make effort to create a fun environment for learning English rather than using the more conventional paper and pen-and-paper approaches due to the changing world of technology which leads to creating new roles and competencies for teachers [33]. This study offers challenging information and perspectives on the use of digital games in language learning, and these new insights may have an impact on instructional tactics and methodologies. It generates a brand-new learning environment where students can enjoy the learning process and raise their level of understanding. Games can be educational in addition to being entertaining.

In addition to the factual accuracy of the aforementioned statements, it is significant to note that gaming is also linked to a number of issues, not the least of which is the polarized public perception of online games. This perception assumes that online games are violent (some are, many are not), addictive (this is still up for debate), and that their primary audience is primarily teenage boys [34–35]. In this regard, two issues were also reported by [11] who mentioned the longer screen time and vocabulary words peculiar to a certain game's location, consider as drawbacks of digital gaming, in addition to many drawbacks that were related generally to the use of online applications and social media in teaching English [36]. Thus, it is crucial for game designers to work hard on constructing digital games that are able to verify the aims of language learning in any context and to improve the design features which could be a very good suggestion for upcoming investigations. Digital games always include and reflect the experience and knowledge of the programmer or designer, and as a result, their design features.

Ethics approval and consent to participate: All respondents provided their informed consent and the study was conducted in accordance with the Declaration of Helsinki, and approved by the Institutional Review Board of the University of Hradec Kralove, no. 2/2021. No personal or private data were collected and the GDPR standards were followed.

Consent for publication: Not applicable.

Availability of data and materials: All data generated or analysed during this study are included in this published article.

Competing interests: The authors declare that they have no competing interests.

Funding: Not applicable.

Author Contributions: All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by BK, LHA, RMT and MP. The first draft of the manuscript was written by BK and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

Acknowledgments

This study was supported by the Excellence project 2023, run at the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic.

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No competing interests reported.

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The design features of digital games and their impact on language learning for EFL college students

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