Digital Game-Based L1 Language Learning Outcomes for Preschool Through High-School Students: A Literature Review

Abstract

This paper presents a systematic literature review of research papers, examining (1) the impact of free-form and formally structured digital games on L1 language learning and (2) the methods that researchers and educators use to leverage free-form and formally structured digital games in L1 language teaching. The current literature review revealed that the use of formally structured and free-form digital games are based on different theoretical approaches and can be used to serve different purposes of language learning. Free-form digital games help students develop a higher level of thinking skills; they are used more in groups of older students and aim at the whole class population, as language learning becomes a dynamic process of meaning construction. Formally structured games help students to develop lower-level thinking skills, serve the behavioural or constructivist approach to language teaching, and aim at younger students or students with specific characteristics.