Game-Based Approaches to CALL features contributions that explore approaches to teaching world languages and cultures that are both computer-assisted and game-based.
As the intersection of games and learning constitutes a pedagogical subgenre unto itself, this volume focuses on four key elements of game design and game studies that will shape the future of not only the games industry, but of computer-assisted practices of all kinds, especially CALL. The elements include: player/student agency, which is the theory defining the future of player/student-centred design; serious games, the genre expanding the pedagogical potential of game design; eXtended Realities (XR) and AI storytelling, wielding the technologies shaping the future of the game-based classroom; and multimedia theories of learning and empirical game-based research – case studies at the intersection of CALL and game studies.
Maximizing the learning potential of constantly evolving modern technologies, the contributors to this volume offer a transformative perspective for students, professors, researchers, and practitioners of linguistics.
Introduction: Game-Based Approaches to CALL
David Fredrick, Linda C. Jones, and Curtis L. Maughan
Part I: Serious Games: Genre/Meta Analyses
1. Serio Ludere: A Short History of Serious Games and Gamification with a
Focus on Language Games
Gundolf S. Freyermuth
2. Academic Consultation in Serious L2 Learning Game Development
Jonathan Reinhardt
3. A Critical Taxonomic Analysis of Serious Games and Language Learning
Angie McMillan-Major and Russel Hugo
Part II: Mainstream Games
4. Playful Digital Innovations that Enrich French Language Instruction in
Higher Education
Maria Comsa
5. Gaming Italian Style: Adopting Commercial Video Games in the Elementary
Italian Curriculum
Ryan Calabretta-Sajder, Claudia Devich, and Valentina Morello
Part III: Bespoke Games
6. Chatting with the Past: AI-Facilitated Learning and Medieval French
Jacob Abell, Lynn Ramey, Ole Molvig, and Vishesh Kumar
7. Game-Based Learning with Jeopardy and Vocabee: Insights from Teachers in
Training and Arabic Classrooms
Amer Mahmoud
8. L2 Pronunciation Instruction Methodology and L2 Perception: Assessing
Production Instruction Effects on Perception in L2 Spanish
Heather Offerman
Part IV: VR: Implementation, Integration
9. Holographic Universe: The Story and Purpose of the VR Classroom at UARK
Michael Hall
10. Attention Potion Masters! Affordances and Perceptions of AI Digital
Storytelling Experiences for Language Learning with Young Learners
Robin Couture-Matte
11. Immerse at the University of Arkansas: Assessing the Impact of Immersive
AI-Powered Language Practice on Oral Proficiency Outcomes
Maria Comsa, Sung Hye Yang, Curtis Maughan, and Tricia Thrasher
Index
David Fredrick is an associate professor of world languages at the University of Arkansas.
Linda C. Jones is a professor of language area studies and chair of world languages at the University of Arkansas.
Curtis Maughan is a digital scholarship specialist in the Department of Academic Research Consulting and Services in the Smathers Libraries and the director of the Hamilton AI Lab of the Hamilton School at the University of Florida.
