The Interplay of Languaging and Gameplay: Player-Game Interactions as Ecologies for Languaging and Situated L2 Development

Persistent Link:
http://hdl.handle.net/10150/612888
Title:
The Interplay of Languaging and Gameplay: Player-Game Interactions as Ecologies for Languaging and Situated L2 Development
Author:
Ibrahim, Karim Hesham Shaker
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The field of game-mediated L2 learning has grown exponentially, and much has been discovered about the potentials of game-mediated interactions for L2 development, yet the fine-grained dynamics of player-game interactions and how they come to facilitate and afford L2 development are still largely underexplored. To address this gap in the literature the current project presents 2 studies that examined the activities and fine-grained interactional learning dynamics of 7 learners of Arabic as a FL playing the simulation-management video game Baalty. A convenience sample was recruited at the University of Arizona to participate in the project voluntarily due to the scarcity of Egyptian Arabic learners. Qualitative case study design was used to offer a think description of the activities and fine-grained dynamics that comprise player-game interaction (Dörnyei, 2007). Ecological approaches to L2 learning (Van Lier, 2004) were used as a theoretical framework to underline the complex of factors that mediate and/or shape game-mediated L2 use. The study employed a variety of data collection instruments, including thinkaloud protocols, stimulated recall interviews, field observations, questionnaires, walkthroughs, gaming journals, and debriefing interviews, to collect data about participants' gaming activities and game-mediated languaging on cognitive, sociocultural, and virtual dimensions. The underlying reasoning for that approach is that each bit of data presents fragmented information about a specific facet of player-game interaction, and that by examining and organizing these pieces of information player-game interaction can be re-constructed. Data were coded both thematically and categorically according to a custom-made coding scheme. Data were then triangulated and analyzed for patterns and trends. Data analysis and interpretation demonstrated that player-game interaction is a dynamic multi-dimensional activity embedded in the gaming ecology and constituted by the player's participation in iterative levels of mutually constituted activity composed of languaging, play, and narration. The data further revealed that dynamic interaction between languaging and play activities situated in-game discourses in gameplay and offer opportunities for extended languaging and situated L2 development.
Type:
text; Electronic Dissertation
Keywords:
educational gaming; Game-based learning; languaging; Second language acquisition; Second Language Acquisition & Teaching; Computer-assisted L2 learning
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Second Language Acquisition & Teaching
Degree Grantor:
University of Arizona
Advisor:
Reinhardt, Jonathan

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Interplay of Languaging and Gameplay: Player-Game Interactions as Ecologies for Languaging and Situated L2 Developmenten_US
dc.creatorIbrahim, Karim Hesham Shakeren
dc.contributor.authorIbrahim, Karim Hesham Shakeren
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractThe field of game-mediated L2 learning has grown exponentially, and much has been discovered about the potentials of game-mediated interactions for L2 development, yet the fine-grained dynamics of player-game interactions and how they come to facilitate and afford L2 development are still largely underexplored. To address this gap in the literature the current project presents 2 studies that examined the activities and fine-grained interactional learning dynamics of 7 learners of Arabic as a FL playing the simulation-management video game Baalty. A convenience sample was recruited at the University of Arizona to participate in the project voluntarily due to the scarcity of Egyptian Arabic learners. Qualitative case study design was used to offer a think description of the activities and fine-grained dynamics that comprise player-game interaction (Dörnyei, 2007). Ecological approaches to L2 learning (Van Lier, 2004) were used as a theoretical framework to underline the complex of factors that mediate and/or shape game-mediated L2 use. The study employed a variety of data collection instruments, including thinkaloud protocols, stimulated recall interviews, field observations, questionnaires, walkthroughs, gaming journals, and debriefing interviews, to collect data about participants' gaming activities and game-mediated languaging on cognitive, sociocultural, and virtual dimensions. The underlying reasoning for that approach is that each bit of data presents fragmented information about a specific facet of player-game interaction, and that by examining and organizing these pieces of information player-game interaction can be re-constructed. Data were coded both thematically and categorically according to a custom-made coding scheme. Data were then triangulated and analyzed for patterns and trends. Data analysis and interpretation demonstrated that player-game interaction is a dynamic multi-dimensional activity embedded in the gaming ecology and constituted by the player's participation in iterative levels of mutually constituted activity composed of languaging, play, and narration. The data further revealed that dynamic interaction between languaging and play activities situated in-game discourses in gameplay and offer opportunities for extended languaging and situated L2 development.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjecteducational gamingen
dc.subjectGame-based learningen
dc.subjectlanguagingen
dc.subjectSecond language acquisitionen
dc.subjectSecond Language Acquisition & Teachingen
dc.subjectComputer-assisted L2 learningen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineSecond Language Acquisition & Teachingen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorReinhardt, Jonathanen
dc.contributor.committeememberAriew, Roberten
dc.contributor.committeememberShiri, Soniaen
dc.contributor.committeememberReinhardt, Jonathanen
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.