Digital games in the language classroom: Designing better curricula through exploratory factor analysis

Abstract

Of particular interest for the field of digital game-based language learning is how digital games may affect objective measurements of linguistic growth when employed in the foreign language classroom. Given the substantial selection of digital games, designing an effective digital gaming curriculum can be challenging. In order to address this issue, practical advice based on an exploratory factor analysis of a three-year study examining the pedagogical potential of the narrative-centered game Life Is Strange is provided in order to assist foreign language instructors in designing potentially more effective digital gaming curricula which promote desirable testing outcomes, more engagement with digital games in the target language, and increased perception of English growth.