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Perceptions and Potential: Investigating the Integration of Digital Game-Based Language Learning

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Dissertation(839.12 KB)

Date

2024

Authors

Supervisor

Hocking, Darryl

Item type

Dissertation

Degree name

Master of Language and Culture

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Publisher

Auckland University of Technology

Abstract

This dissertation investigates the perceptions of teachers regarding the integration of digital game-based language learning in educational environments, exploring the factors that influence their views. Digital game-based language learning has gained recognition as a potentially effective and engaging approach for language instruction, but its success and uptake depend on teachers’ attitudes, beliefs, and readiness to embrace new technologies and pedagogical methods. Drawing upon a qualitative research design, this study employs in-depth interviews with teachers to capture their perspectives on digital game-based language learning. The research participants encompass a diverse sample of language teachers across different educational levels and institutions. Through open-ended questioning, this study explores teachers’ perceptions, concerns, and motivations regarding the uptake and integration of digital game-based language learning in their classrooms. The findings reveal several key themes regarding teacher perceptions on integrating digital game-based language learning into their classrooms. These are the motivational and engagement benefits of using digital games, the perceived challenges and resource constraints faced by teachers, best practices for integrating games into the curriculum, the impact of changing technology, and future perceptions of gaming in language education. Overall teachers acknowledged the potential of digital games to enhance student engagement and motivation, foster autonomy, and create immersive learning environments. However, they also highlighted significant challenges, including the need for technological resources, professional development, and institutional support. This study aims to inform educators, policymakers, and practitioners about the potential benefits and challenges associated with digital game-based language learning and its incorporation in the educational field. By understanding teachers’ perspectives, this research provides insights into how digital games can be effectively utilized to create dynamic and engaging language learning experiences, ultimately contributing to the broader field of educational technology and language pedagogy.

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http://hdl.handle.net/10292/18120

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Masters Dissertations