[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589116-105":59,"doc-detail-589116-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","digital-game-mediated-language-learning-for-adults-research-digest","Digital Game-Mediated Language Learning for Adults - Research Digest","","Digital Game-Mediated Language Learning for Adults examines how digital gaming can support language learning for adult learners, while noting that the empirical evidence for general benefits of game-mediated language learning (GML2) remains less convincing. It surveys why games are appealing for literacy development, then distinguishes three approaches—game-enhanced, game-based, and game-informed—explaining how educational goals, design, and pedagogical mediation shape outcomes, especially in contexts beyond college classrooms, such as adult literacy and basic education programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digital-game-mediated-language-learning-for-adults-research-digest/589116/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digital-game-mediated-language-learning-for-adults-research-digest/589116.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article argue about the potential of digital games for adult language learning?","Question",{"text":112,"@type":113},"It describes digital games as promising tools that can immerse learners in environments requiring literacy-related and problem-solving skills. It also emphasizes that strong theoretical claims do not yet translate into equally convincing broad empirical evidence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is it difficult to generalize the benefits of GML2?",{"text":117,"@type":113},"The article points to diversity across games and game genres and variation in how games are incorporated into language instruction. This makes it harder to draw conclusions about overall benefits or specific outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article categorize game-mediated language learning approaches?",{"text":121,"@type":113},"It uses Reinhardt and Sykes’ framework to distinguish three types: game-enhanced, game-based, and game-informed. Each type differs in whether games are entertainment used with instruction, games designed for learning, or games used to inform learning practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589116,1792166863,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","ADULT LITERACY EDUCATION WINTER 2022  \n| [http://doi.org/10.35847/EGee.YGao.4.1.67](http://doi.org/10.35847/EGee.YGao.4.1.67) |  |\n| --- | --- |\n|  | Research Digest |\n\nDigital Game-Mediated Language Learning for Adults  \nElisabeth Gee andYuchan (Blanche) Gao, Arizona State University  \nOver the last two decades, digital gaming has become one of the most popular forms of entertainment, with worldwide revenue surpassing sales of TV, movies, and music (Reuters, 2018) . Players of digital games span all age groups and backgrounds, partly due to the popularity of“casual” gaming on smartphones and tablets. Gaming has become a hub for social interaction, through multiplayer games, fan communities, game jams, and esports.  \nDigital games also have increasingly been viewed as promising tools for teaching and learning. The potential of games to immerse players in virtual environments that can require complex problem solving, literacy and computational skills, collaboration, and systems thinking has captured the attention of educators across settings and with learners ranging from preschool to postsecondary education (Boyle et al. , 2016; Connolly et al. , 2012) .  \nThe popularity of digital games for learning has been particularly pronounced in second and foreign language (L2) education. Digital games have variously been viewed as a means of making rote language practice more fun and engaging, introducing new vocabulary in a (digital) context, and providing opportunities for authentic language use with other players, among other rationales. A growing number of publications offer strategies and recommendations for game-  \nmediated language learning (GML2; Peterson, 2013; Reindardt, 2019; Reinders, 2012), and varied games have been recommended for GML2 .  \nWhile theoretically and conceptually, a strong case can be made for the value of digital GML2, the empirical evidence in support of GML2 is less convincing. The considerable diversity in games and game genres as well as how games are incorporated into language instruction make it difficult to generalize about the benefits of GML2 in general or the outcomes of particular games or strategies. In addition, while there have been many studies of GML2 with adult learners in college classrooms, there has been little research on the use of GML2 in adult literacy and basic education programs.  \nIn this article, we will identify and describe several different approaches to using GML2, drawing in particular on Reinhardt and Sykes’(2012; 2014) framework and related literature. We will conclude with a brief discussion of potential applications to adult literacy and basic education settings and learners.  \nTypes of Game-Mediated Language Learning  \nA common assumption about the use of digital games in education is that learning takes place  \nCorrespondence: [elisabeth.gee@asu.edu](elisabeth.gee@asu.edu) 67  \nthrough individual learners playing games designed specifically for education. In reality, games can be used in many different ways depending on the learning goals, resources, and preferences of educators and learners. Educational games are just one part of a broader set of approaches that have been associated with GML2 . Reinhardt and Sykes (2012; 2014) distinguish between three broad types of GML2: gameenhanced, game-based, and game-informed.  \nGame-Enhanced GML2  \nGame-enhanced GML2 is the use of games designed for entertainment as part of formal instruction. Some such games can provide opportunities for contextualized language learning, as learners encounter and interpret written and spoken language during game play. York (2020) describes how the multiplayer (and free) game Among Us can be used to promote language learning among students within and across classrooms, as well as remotely. Other entertainment games encourage and motivate language learning in popular and potentially familiar casual game formats, such as Words with Friends. As Reinhardt and Sykes note, pedagogical mediation is i","cbCailgTzFlBVfkK","https://ap.wps.com/l/cbCailgTzFlBVfkK","pdf",85937,"English","# Digital Game-Mediated Language Learning for Adults\n## Types of Game-Mediated Language Learning\n## Game-Enhanced GML2\n## Game-Based GML2","[{\"question\":\"What does the article argue about the potential of digital games for adult language learning?\",\"answer\":\"It describes digital games as promising tools that can immerse learners in environments requiring literacy-related and problem-solving skills. It also emphasizes that strong theoretical claims do not yet translate into equally convincing broad empirical evidence.\"},{\"question\":\"Why is it difficult to generalize the benefits of GML2?\",\"answer\":\"The article points to diversity across games and game genres and variation in how games are incorporated into language instruction. This makes it harder to draw conclusions about overall benefits or specific outcomes.\"},{\"question\":\"How does the article categorize game-mediated language learning approaches?\",\"answer\":\"It uses Reinhardt and Sykes’ framework to distinguish three types: game-enhanced, game-based, and game-informed. Each type differs in whether games are entertainment used with instruction, games designed for learning, or games used to inform learning practice.\"}]","Digital Game-Mediated Language Learning for Adults - Research Digest | PDF",1792066582,18]