Daniel Bolaños

1. Introduction 2. Methods 3. Expected results 4. Discussion

Introduction Contemporary communication happens over virtual channels, introducing new forms of interaction and learning. Virtual worlds enable formation of new identities and connections with emerging social tendencies (Steinkuehler, 2006). Second-language interaction serves an instrumental value to reach specific goals within virtual communities (Purushotma, Thorne & Wheatley, 2008).

Introduction Educationally-wise, employing video games to teach and drill second-language learning can be engaging, innovative, and fun. Previous research has shown parallels between video game practice and second-language acquisition in light of particular phenomena, such as situated meaning and code switching (Corredor & Gaydos, 2014). Previous research has addressed the question of language acquisition from a learning outcome perspective (Salen & Zimmermann, 2013; Lombardi, 2012). And what about what gamers perceive?

Introduction How do video games support second-language acquisition concerning content type, gameplay style, and type of interaction? Findings could provide insights in designing educational material via a widely regarded platform for the youth, video game platforms.

Introduction: Hypotheses Subjective elements of play, such as perceived measure of enjoyment and game complexity, can have an impact on second-language skill acquisition. Type of content within the video game can relate to degree and quality of second-language skill acquisition. Type and quality of interaction in multiplayer games (reading/chatting) can relate to degree and quality of second-language skill acquisition.

Introduction: The breach Previous research has shown insights in second- language skill acquisition related to video games, but as reported from external sources. What about what players self-report?

Introduction: The Games 3 types of games according to content: 1. fast-paced sports and action (e.g. CoD, FIFA).

Introduction : The Games 3 types of games according to content: 2. Adventure and offline RPG (e.g. TLoZ, Skyrim).

Introduction : The Games 3 types of games according to content: 3. MOBA and MMORPG (e.g. LoL, WoW).

Introduction 3 types of games according to language usage: 1. One-way communication: tightly scripted; simple prompts and dialogues. 2. Two-way communication (with CPU): tightly/loosely scripted; complex prompts and dialogues; decision making. 3. Two-way communication (with human players): loosely scripted/unscripted; complex interaction; decision making; instrumental communication.

Method: Data Mixed method of data gathering: 1. Online questionnaire inquiring about degree of game practice, nature of game content, degree of perceived enjoyment, complexity, and dedication to games, perceived incidence of second-language skill acquisition. Close-ended questions and Likert-type questions. 2. Online semi-structured interview (in English) to establish a parallel between game content and language practices, between enjoyment and language acquisition, and between recurrence of non-standard learning practices within the game (MMORPGs) and their use outside of the virtual world.

Method: Data Observant participation (or simple observation) of gaming forums to observe non-traditional language practice, such as code-switching and abbreviations in non-native English speakers´ game-wise interactions. Qualitative phase to be studied via content analysis.

Method: Participants Participants: as many as possible for the quantitative phase. Surveys will be sent out via and social networks. Survey designed with Webropol platform. Interviews: no more than 4 people who have played the three types of games. Age: over 18 preferred, to avoid informed consents. Age and educational background can also be included as an aspect of analysis. Any nationality and occupation. Requisites: being a self-styled gamer (subjective), not speaking English natively.

Expected Results Data analysis (correlations) from the questionnaires will provide information about the relationships between observed variables (self-reported second-language acquisition vs. 1. Time of play 2. Game content 3. Game style 4. Perceived enjoyment and complexity 5. Required reading depth)

Expected Results Results from questionnaires will give insights on type of questions to ask in the interviews. Interviews will allow deeper understanding into incidence of game content and type into second- language learning, along with quality (formality) of English practiced. Interviews will provide information about identity formation within video game communities and cognitive processes in language learning.

Discussion - Improvement Suggestions? How to polish this? What results unclear? Utility? Ethical implications?

References Corredor, J., Gaydos, M. (2014). Language games: How gaming communities shape second-language literacy. In H. Gerber & S. Abrams (Eds) (2014). Bridging literacies with videogames. Amsterdam: Sense Publishers. Lombardi, I. (2012). Not-so-serious games for learning. Now with 99.9% more humor on top. Procedia Computer Sciences, 15(2012), Purushotma R, Thorne SL, Wheatley J. (2008). 10 key principles for designing video games for foreign language learning. Paper produced for Open Language and Learning Games Project, Massachusetts Institute of Technology Education Arcade. designing-video/27mkxqba7b13d/2 (last retrieved March 5th, 2015). Salen, K.; Zimmermann, E. (2003). Rules of Play: Game Design Fundamentals. Cambridge: MIT Press. Steinkuehler, C. (2006). Why game (culture) studies now? Games and Culture, 1(1),