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Description
This study examines Japanese university instructors’ practices and perceptions regarding Game-Based English Learning (GBEL). Data collected through semi-structured interviews and classroom observations revealed that GBEL was most frequently applied to speaking classes. Instructors perceived enhanced motivation and reduced anxiety as benefits, but identified time constraints, students viewing GBEL as mere entertainment, and passive attitudes as challenges. The results suggest GBEL may not always achieve intended educational objectives in higher education.
Abstract section 2: Contribution/research questions
While institutional barriers like time constraints are globally recognized (Vogt, 2018; Gallacher, 2023), this study identifies specific cultural nuances within Japanese universities, shifting focus to the often-overlooked instructor's perspective. It investigates how reported perceptions compare with actual classroom practices. The research addresses the following question: What are university English instructors’ perceptions of the benefits and challenges of GBEL in Japan, and how do these perceptions influence their professional practices?
Abstract section 5: References
Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(1), 1–40. doi.org
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Ali, M. H., Faisal, A. F., & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International, 2022, Article 6503139, 1–9. doi.org
Bornstein, M. H., Jager, J., & Putnick, D. L. (2013). Sampling in developmental science: Situations, shortcomings, solutions, and standards. Developmental Review, 33(4), 357–370. doi.org
Czerniawski, G., & Kidd, W. (2010). Using observational methods to research the student experience. Journal of Geography in Higher Education, 34(3), 463–473. doi.org
Datko, J. (2015). Semi-structured interview in language pedagogy research. Journal of Language and Cultural Education, 3(2), 142–156. doi.org
Gallacher, A. (2023). Teaching GBL principles to Japanese students of education in an EFL setting. In T. Spil, G. Bruinsma, & L. Collou (Eds.), Proceedings of the 17th European Conference on Games Based Learning (Vol. 17, No. 1, pp. 190–198). Academic Conferences International Limited. doi.org
Jager, J., Putnick, D. L., & Bornstein, M. H. (2017). More than just convenient: The scientific merits of homogeneous convenience samples. Monographs of the Society for Research in Child Development, 82(2), 13–30. doi.org
Lampropoulos, G., Anastasiadis, T., & Siakas, K. (2019). Digital game-based learning in education: Significance of motivating, engaging, and interactive learning environments. Inspire 2019 Proceedings, 117–127.
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont Report: Ethical principles and guidelines for the protection of human subjects of research. U.S. Department of Health, Education, and Welfare.
Pathak, A., & Intratat, C. (2012). Use of semi-structured interviews to investigate teacher perceptions of student collaboration. Malaysian Journal of ELT Research, 8(1), 1–10.
Reinders, H., & Wattana, S. (2014). Can I say something? The effects of digital gameplay on willingness to communicate. Language Learning & Technology, 18(2), 101–123.
Ruslin, Mashuri, S., Sarib, M., Alhabsyi, F., & Syam, H. (2022). Semi-structured interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education, 12(1), 22–29. doi.org
Saputra, A. D., Septiani, L., Adriani, R., & Sundari, H. (2021). Game-based English learning for young learners: A systematic review. Journal of English Education, 1(3), 109–122. doi.org
Vogt, S. (2018). Middle school teachers' use and perceptions of digital game-based learning (Publication No. 6290) [Doctoral dissertation, Walden University]. Walden Dissertations and Doctoral Studies Collection.
Abstract section 4: Outcomes/results
Findings revealed that instructors perceived enhanced motivation as a key benefit, consistent with international literature (Reinders & Wattana, 2014). However, uniquely in Japan, teamwork and creativity were not prioritized. While technical barriers were minimal, significant hurdles included global issues like time constraints alongside the local "game equals play" social stigma. Crucially, the study suggests that "terminology" is a vital factor for institutional acceptance in Japan; using "activities" instead of "games" can mitigate these psychological barriers. It concludes that achieving complex academic objectives remains difficult, as entertainment value often overshadows intended pedagogical outcomes.
Abstract section 3: Content/method
This qualitative study used semi-structured interviews (21 questions) and classroom observations (two lessons) for data triangulation (Datko, 2015; Czerniawski & Kidd, 2010). Interviews ensured flexibility and in-depth information (Ruslin et al., 2022; Pathak & Intratat, 2012). Convenience sampling provided efficiency (Bornstein et al., 2013; Jager et al., 2017). Analysis focused on seven participants with over five years of GBEL experience. Belmont Report (1979) ethical principles were followed.
Abstract section 1: Relevance
Game-Based English Learning (GBEL) significantly enhances learner motivation and engagement (Jabbar & Felicia, 2015; Lampropoulos et al., 2019). Research indicates that GBEL environments lower affective filters and foster spontaneous communication (Reinders & Wattana, 2014; Ahmed et al., 2022). However, implementation faces challenges like time constraints and aligning gameplay with learning objectives (Vogt, 2018; Gallacher, 2023). While documented in K-12 and language school contexts, empirical studies focusing on instructors in Japanese higher education remain limited. Understanding how university educators navigate these challenges is crucial for effective pedagogical integration within the Japanese context.
| Title | University English Instructors' GBL Practice and Perceptions |
|---|---|
| Teaching Context | College and university education |