Cultural tailoring of serious game design model for language learning

Abstract

Games have been developed for language learning in different areas of the world whereas most of these games are fun-based and lack the holistic approach to cover various aspects required to design and develop a language learning game. Many frameworks and models for developing such games have been proposed, but they were not validated. Moreover, these frameworks and models did not consider the cultural context that influence language learning, thus posing shortcomings as a guide to design an effective, culturally tailored games for language learning. Hence, there is a need to tailor a specialized model that combines the strengths of existing generic, gamified, and language learning models to fulfill the design requirements of language learning serious game tailored to learners’ culture. This study aims to design a culturally tailored serious game design model for language learning, define specialized heuristics for its evaluation, and verify the model by evaluating the usability of the game prototype. The proposed model combines the elements of socio-cultural theory, gamification concepts and elements, together with the requirements and educational settings to ensure the effectiveness and usability of the game. The research methodology consists of an analysis phase in which a theoretical model is developed using requirements from literature and the stakeholders. The domain experts validated the proposed model through Inter-Rater Reliability. The model is implemented in a language learning serious game (LLSG) prototype. In the design phase, low and highfidelity prototype was designed based on the proposed model and then validated using Heuristic Evaluation (HE) and think-aloud technique. In the development phase, HE results and experts’ comments are used as input for developing high fidelity prototype. the prototype was evaluated in evaluation phase using quantitative approach with teachers and 20 primary school students. A quasi-experiment pre-test and post-test were also conducted to compare the effectiveness of the existing Literacy and Numeracy Drive (LND) mobile application and LLSG. The experimental group LND used mobile application, the experimental group serious game used LLSG, and the control group used the traditional teaching method for two and half months. Both pre and post-test question sets were similar, prepared by subject matter experts. Test result for the experimental group serious game is statistically significant as demonstrated by ANOVA (F (2.57) = 191.498, p = .000) compared to those obtained by traditional and experimental group LND. Hence, LLSG, which implements the KSGDM design model that considers cultural context is more effective for learning the English language in an enjoyable and fun game environment. Research contribution includes the KSGDM design model, heuristics for a culturally tailored game, and LLSG interface design.