With apps such as Duolingo drawing increasing attention, and educational research honing the potential of digital game-based learning (DGBL) language learning practices have been revolutionized in the past years. However, educational research in the area of DGBL tends to focus on classroom settings, neglecting self-directed language learning (SDLL) and computer-assisted language learning (CALL), which are equally as important and generate large revenue for specialized businesses. Taking a bottom-up approach, this study provides a microview of self-directed language learning through commercial video games. The objective of this study is to better understand learners' motivations and uses of DGBL in SDLL. This study draws on the ADDIE model for instructional design as its main study design. Consequently, the methodology embedded in this model consists of two parts: a content analysis of YouTube gamers using video games to learn languages and an autobiographical case study of learning Korean at a beginner level. Initially, the content analysis reveals gamers' experiences and specific strategies for language learning, which were applied to the following gameplay. Next, an intensive DGBL language immersion case study over two weeks took place, collecting quantitative data on vocabulary acquisition, reading speed, and in-game language efficacy, and qualitative data through observational notes and reflections. The following findings highlight the importance of balancing gameplay with other learning methods, offering practical recommendations such as how the tutorials in games can be used for language learning. Finally, future research should inquire into different CALL integrations and designs in DGBL with a larger group of participants.

Authors:
Hannah Krautinger, National Sun-Yat Sen University, Taiwan

About the Presenter(s)
Hannah Krautinger, Bsc., Speech and Language Therapist, currently: research assistant and graduate student in educational psychology at National Sun-Yat Sen University, DGBL and CALL integrations into language learning and instructional design

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