Video games in English Language Teaching (ELT).

The aim of this paper is to present a summary of the findings of research studies that
addressed the topic of the video games use to develop literacy skills in the English language
classroom. Subsequently, a conclusion will be drawn out of the findings that will be presented.

According to Marino et al. (2014) in their study about how effective the use of video
games was for students with Learning Disabilities (LD), the fact that text can be heighten
provides students with multiple means of representation, and the game itself is a different means
of expression in the framework of the Universal Design for Learning (UDL) approach. Students
claimed to be more engaged with learning through technology as it promoted group collaboration
to achieve the game goals; thus, students used cognitive materials such as dictionaries, tutorials,
etc. that helped them in their learning process. Furthermore, students admitted the game made
sense to them because they had to think about how to solve real life problems. Marino also found
that quantitatively it was evidenced that students with LD did not improve significantly through
the use of videogames, compared with the results in the traditional classroom instruction.
Students learned more about interactive language, but they did not learn about testing skills. The
author higlighted that there should have been more exposure in terms of time.

Jolley (2008) talked in her study about how motivation in regard to reading novels
increased after having students play novel-based video games. The topic, graphic design,
content, and context of the story was the same of the game, which increased the students’
interest. For instance, Jolley mentioned a seventh-grade student who liked stories where there
was fire; consequently, The Halo Graphic Novel was introduced to the student after getting him
to play the video game. The student started to read the book enthusiastically, used the dictionary,
and kept track of new vocabulary. Jolley remarked that using books based on video games
provided the classes with input such as talks, discussions, and other curricular topics. Students’
background knowledge of the game-base texts helped them define concepts such as “survivor”,
which was later used to introduce survivors’ biographies. Even the self-proclaimed reading
reluctant students were engaged sharing information with peers about the novels in class.

Other findings came from Adam’s (2009) study, which aimed at showing the effect of
tutoring with video games to help unproductive readers, and to provide tutors with ideas to make
reading fun for adolescents of the 21st -century. Adams said that students became literate while
playing videogames as they acquire new vocabulary, reading comprehension skills, and world
information by taking on new identities. In addition, the author remarked the motivational factor
that underlies the use of video games as students have fun when they compete, and they also
learn strategies to understand the language needed to progress on the game. Adams successfully
engaged students in writing reviews of what they had learned while playing the games.

Abdul & Felicia (2015) found that video gaming provided students with chances to
develop their learning competences and knowledge. Design elements produced enjoyment and
engagement (or the opposite) in students, which is crucial in accessing and comprehending the
content and reach the objectives. It was demonstrated that emotional factors are crucial in
hooking students with the gameplay, and therefore, to achieve cognitive development. Examples
of the emotional aspects are the individual’s interests, gaming skills, personality, emotional
status, among others. Abdul & Felicia remarked the need to equip students with tools and tasks
that help them access and comprehend the information collaboratively and individually.
Secondly, he said tasks should fulfil student’s interests, abilities, and preferences. Finally, he
suggested feedback to be given in order to solve cognitive and methodological problems.

Young et al. (2012) found some evidence about the effects of video games on different
school subjects, among which language learning was found. However, they also found that
because schools fostered individual play and short exposures, goals were not well aligned with
engaging video game play. Young et al. assured that good understanding takes time, thought and
active engagement. Consequently, they came to the conclusion that the way video games were
approached should be reevaluated in order to achieve a more meaningful academic achievement;
he also recommended researchers to work with video game producers, education authorities,
teachers, and the community in order to take advantage of the data that support methodological
aspects that can help the aim of using video games in the classroom.

In conclusion, students can benefit from video games in terms of vocabulary, reading
comprehension skills, and world information by assuming different roles in the games; not only
students get skillful in video-game mechanics, but they learn about content and to solve
problems in a strategic way. However, games can only be considered a good source for learning
when the curricula of the schools are properly arranged to do so. Research data supports this idea
and mostly encourage video game producers, school authorities, teachers, and researchers to
work together and make the best out of the video gaming tool for learning. In particular, schools
need to take advantage of the UDL approach, meaning that the ways for representation,
expression, and assessment of learning through video games should be revised in order to take
advantage of the cognitive, social, and political benefits of video games. For instance, new ways
of assessment could be thought in order to cover students’ preferences in how to express their
knowledge and abilities. Finally, motivation plays a key role in the engagement of students in
playing the video games, which makes necessary for the curriculum to have video games and
tasks that are aligned to the students’ preferences, necessities, and understanding of the world.

By Juan Guillermo Murillo Sánchez

 References
Abdul, A. & Felicia, P. (2015). Gameplay Engagement and Learning in Game-based Learning: A
systematic Review. Review of educational Research, 85(4), pp.740-779.

Adams, M. (2009). Engaging 21st-Century Adolescents: Video Games in the Reading

Classroom. The English Journal, 98(6), pp.56-59.

Jolley, K. (2008). Video Games to Reading: Reaching out to Reluctant Readers. The English
Journal, 97(4), pp.81-86.

Marino, M., Gotch, M., Israel, M., Vasquez, E., Basham, J. & Becht, K. (2014). UDL in the
Middle School Science Classroom: Can Video Games and Alternative Text Heighten
Engagement and Learning for Students With Learning Disabilities? Learning Disability
Quarterly, 37(2), pp.87-99.

Young, M., Slota, S., Cutter, A., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M. &
Yukhymenko, M. (2012). Our Princess Is in Another Castle: A Review of Trends in
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