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The authors view the overall experience positively due to learning challenges, technical difficulties, and the opportunity to continue improving future interventions.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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 \nUniversity of Córdoba, Spain  \nCarmen de Castro Castro  \n[ff1castr@uco.es](ff1castr@uco.es)  \nUniversity of Córdoba, Spain  \nAna Isabel Brazo Millán  \n[abmillan@uco.es](abmillan@uco.es)  \nUniversity of Córdoba, Spain  \nAbstract  \nWith the understanding that videogames have become a powerful resource not only for entertainment but also as an educational resource for foreign language teaching today, the objective of this study was to examine the use of the videogame Broken Sword for the teaching of French as a foreign language in a higher education setting. To assess the suitability of the video game as a foreign language teaching tool, a quantitative methodology based on a 22-item ad hoc questionnaire was used, through which we collected the assessment of the students. Despite the expectations and the high degree of participation and cooperation of the students surveyed, the results revealed an attitude of indifference regarding the videogame’s contributions to language learning. We considered the results to be very positive, as for many of the students this exercise was not only a test with a language that they did not master yet, but also had technical difficulties that they had to overcome. The challenge of this experience invites us to continue working with new videogames titles and to improve our future methodological interventions.  \nKeywords  \nFrench; videogames; foreign language acquisition; initial teaching training; higher education  \nJ.M. Muñoz González, C. de Castro Castro & A.I. Brazo Millán  \nDigital Education Review-Number 39,June 2021 257  \nI. Introduction  \nIn the last few years, great advances have been made on the novel practice of using videogames as a tool for learning a foreign language (FL), which in our case, is French. The empirical study conducted by Alabay (2015) not only shows that the experience of using a videogame in class, and everything related to it are pertinent, but also, the results pointed to the increasingly positive welcome of the videogame in the classroom. The study showed that more than nine out of ten students use the mobile phone to play, and that 86.9% of them considered that lexical competence was the most relevant for playing. Likewise, the study concluded that for 95.4% of the students polled, the use of the videogame could be pertinent a priori.  \nAlso, as compared to other types of technological inputs, videogames have virtues that are based on their game characteristics and the motivation they are able to create, as discussed in the literature specific to the area of study:  \n[…] that videogames are fun and highly entertaining because they are task-based. They stimulate cooperation and competition by focusing on the achievement of goals, they provide players with real-time feedback on their failure or success and encourage players to explore, experiment and take risks in problem solving. (Berns, González-Pardo and Camacho, 2011, p. 4)  \nThe attractiveness of this new tool for learning has provided optimism to the area of didactic research, as shown by numerous national and international studies (García-Carbonell and Watts, 2007; García-Carbonell, Andreu-Andrés and Watts, 2014; del Moral and Fernández, 2015), which have established a clear nexus between the didactic focus and the use of videogames. These studies have also analyzed, for example, the relationship between the communicative focus and the use of a simulated environment in the videogames, insisting on what is adequate for the use of this tool for the current focus of learning of a FL. On their part, Berns, González-Pardo and Camacho (2013) have focused their research on the use of 3D videogames, showing that this new context increases the interaction and the use of language, thereby improving the linguistic competence of the user. Lastly, the work by Calvo-Ferrer and Belda-Medina (2015) is under","cbCaiorQxxETieSs","https://ap.wps.com/l/cbCaiorQxxETieSs","pdf",91563,13,"English","# I. Introduction\n## Background: videogames for foreign language learning\n## Game characteristics and student motivation\n## Design approaches: serious games vs. commercial games","[{\"question\":\"What was the main objective of the study?\",\"answer\":\"To examine the use of the videogame Broken Sword for teaching French as a foreign language in a higher education setting.\"},{\"question\":\"How did the researchers evaluate the videogame as a teaching tool?\",\"answer\":\"They used a quantitative method based on a 22-item ad hoc questionnaire to collect students’ assessments.\"},{\"question\":\"What did the results indicate about language learning contributions?\",\"answer\":\"Students showed an attitude of indifference regarding the videogame’s contributions to language learning, despite high participation and cooperation.\"}]","The Adventure of an Adventure Videogame in French | PDF",1792092239,33]