Kinaesthetic gamification: an exploration into exergaming as a means of enhancing language learning

Abstract

There has been considerable research in the field of gamification promoting the benefits of exergaming for learners (Anderson-Hanley et al., 2011; Durkin et al., 2015), highlighting the scope for improved cognitive skills and increased executive function. In essence, similar to other gamification research (Glover. 2013; Deterding et al., 2011), learners appear to develop a high level of extrinsic motivation and determination to succeed, in line with Ryan and Deci’s (2000) concept of regulation through identification and Muir and Dörnyei’s (2013) directed motivational currents. The working theory among exergaming researchers is that it may help to foster cognitive control and executive function among a variety of learners.
However, while there has been research on exergaming as a learning aid in other subjects, so far there has been no research in exergaming as a way of enhancing language learning. A possible theory as to why this is the case may be the influential observation made by Hubbard (2008), that much language learning technology research suggests the technology is useful, without necessarily talking about how the technology might be employed. There is arguably merit in this observation, as demonstrated by Burden and Atkinson (2010), the creators of the DiAL-e (Digital Artefacts for Learner Engagement) Framework as a way of evaluating the utility of digital resources. Having said that, a common belief among practitioners is that teacher education research in the field of CALL is still lacking (Guichon and Hauck, 2011), with many practitioners unsure how to employ most language learning technology in the classroom.
This chapter explores the notion of exergames as a form of serious gaming to enhance language learning, under a working hypothesis that kinaesthetic learning through exergames may benefit the language learning process simply by contributing to an appropriate learning environment and appropriate learning mindset.