List of Games Mentioned

Home , Epics (company), Mistwalker, Playground Games

Title Developer/Designer Publisher Date of frst Page release Number (s) Assassin’s Ubisoft Montreal, Ubisoft 2007 36 Creed Ubisoft Annecy, Ubisoft Sofa, Ubisoft Milan, Ubisoft Quebec, Ubisoft Toronto, Gameloft, Griptonite Games, Blue Byte Astronautes Henry Smith, David Henry Smith, 2015 263 FSL Waddington, and David Walcir Cardoso Waddington, and Walcir Cardoso Ba’alty Andrew Dempsey PPIC-Work 2004 93, 121, 145

Blades in the John Harper Evil Hat 2017 210 Dark Productions Call of Duty Infnity War Activision 2003 55 Choice of the Choice of Games Choices of Games 2016 245 Pirate

(Continued) © Te Editor(s) (if applicable) and Te Author(s) 2019 267 J. Reinhardt, Gameful Second and Foreign Language Teaching and Learning, New Language Learning and Teaching Environments, https://doi.org/10.1007/978-3-030-04729-0 268 List of Games Mentioned

Cities: Skylines Colossal Order Paradox 2015 95 Interactive Civilization MPS Labs MicroProse 1991 65 Clue Anthony E. Pratt Hasbro, 1949 212 Waddingtons, Parker Brothers, Winning Moves Colossal Cave William Crowther William Crowther 1977 241–2 Adventure and Don Woods and Don Woods Crystal Island North Carolina National Science ND 200 State University Foundation Center for Educational Informatics Dead of Jon Gilmour and Plaid Hat Games 2014 210 Winter Isaac Vega Deponia Daedalic Daedalic 2012 43 Entertainment Entertainment, Lace International Diablo Blizzard North Blizzard 1996 26 Entertainment Don’t Starve Klei Entertainment 505 Games 2013 126 Together The Elder Bethesda Softworks Bethesda 1994 26, 40, Scrolls Softworks 91 Elder Scrolls ZeniMax Online Besthesda 2017 141 Online: Studios Softworks Morrowind Elvenar InnoGames InnoGames, 2015 157 InnoGames GmbH Energy City National National ND 145 Geographic, Geographic, Ewing Marion Ewing Marion Kauffman Kauffman Foundation, Foundation, Filament Games, Filament Games, The JASON The JASON PROJECT PROJECT Final Fantasy Square Square, Nintendo 1987 91, 130 Final Fantasy Square Product Square Electronic 2001 93, 127, X Development Arts 130 Division 1

(Continued) List of Games Mentioned 269

Food Force Konami United Nations 2005 145, 234 World Food Programme Fortnite: Epic Games Epic Games 2017 95, 133 Battle Royale Grand Theft DMA Design, Rockstar Games 1997 26 Auto Tarantula Studios Grand Theft Rockstar North Rockstar Games 2004 29 Auto: San Andreas Guild Wars 2 AreaNET NCSOFT 2012 93, 117 Halo Bungie Microsoft Game 2001 91 Studios Keep Talking Steel Crate Games Steel Crate Games 2015 and Nobody Explodes League of Riot Games Riot Games 2009 131 Legends Lemonade Bob Jamison, Minnesota 1973 5 Stand Charlie Kellner Educational Computing Consortium Logo Wally Feurzeig, Wally Feurzeig, 1967 5 Seymour Papert Seymour Papert Lost Odyssey Mistwalker, Microsoft Game 2007 37 Feelplus Studios Mass Effect BioWare Microsoft 2007 65 Game Studios, Electronic Arts

MIDDWorld Muzzy Lane Middlebury 2011 197 Online Interactive Minecraft Mojang Mojang, Microsoft 2011 26, 40, Studios, Sony 55, Computer 141, Entertainment 157 Munchkin Steve Jackson Steve Jackson 2000 210 Games Never Alone E-Line Media, E-Line Media 2014 265 Upper One Games Oregon Trail MECC Brøderbund, 1971 5 The Learning Company, Gameloft

(Continued) 270 List of Games Mentioned

Overwatch Blizzard Blizzard 2016 78 Entertainment Entertainment Parappa the NanaOh-Sha, Japan Sony Computer 1996 92, 120 Rapper Studio, epics Entertainment Persona Atlus Atlus USA 1996 28 Pokemon Game Freak Nintendo 1996 26, 40 Pokemon Go Niantic Niantic 2016 89, 133–4, 148 Pong Atari Atari 1972 62 Portal Valve Corporation Valve Corporation 2007 65, 95 Practice Muzzy Lane McGraw-Hill 2015 8, 197, Spanish: Software 234 Study Abroad Quest Atlantis Barab Indiana University 2008 8, 127, 131, 145, 234 Ragnarok Gravity Gravity 2002 93, 123 Online Reader Rabbit KnowWare The Learning 1998 5 Company Resident Evil Capcom Capcom 1996 65 Runescape Jagex Games Jagex Games 2001 38 Studio Studio Second Life Linden Lab Linden Lab 2003 5, 55, 157 Settlers of Klaus Teuber Catan Studio 1995 78, 95, Catan 210 SimCity Maxis, Infogrames, Brøderbund, 1989 65, 142 Nintendo EAD, Maxis, Nintendo, Babaroga Electronic Arts, Infogrames, Acornsoft SimCopter Maxis Maxis 1996 6 Skyrim Besthesda Game Besthesda 2011 38, 65, Studios Softworks 91 Spaceteam Henry Smith, David Henry Smith, 2015 263 ESL Waddington, and David Walcir Cardoso Waddington, and Walcir Cardoso (Continued) List of Games Mentioned 271

Star Trek Red Storm Ubisoft 2017 263 Bridge Crew Entertainment The Elder Bethesda Softworks Bethesda 1994 Scrolls Softworks The Last of Us Naughty Dog Sony Computer 2013 28 Entertainment

The Don Eskridge Indie Boards and 2012 210 Resistance: Cards Avalon The Sims Maxis Electronic Arts Inc. 2000 9, 37, 93, 116, 118, 144, 157 The Sims 2 Maxis, Amaze Electronic Arts Inc. 2004 208 Entertainment Third World 3rdWorldFarmer ArcadeTown, 2005 150, Farmer Team Newgrounds, 157 Edmodo Tomb Raider Core Design Eidos Interactive 1996 158 Twinity Metaversum NP 2008 5 GmbH, Exit Reality Uncharted Naughty Dog Sony Computer 2007 65 Entertainment Where in Brøderbund Brøderbund 1985 5, 143 the World is Carmen Sandiego? World of Blizzard Blizzard 2004 9, 29, Warcraft Entertainment Entertainment 40–1, 65, 81, 90, 95, 116, 127–8, 131, 161, 229, 232 WoW: Legion Blizzard Blizzard 2015 90 Entertainment Entertainment (Continued) 272 List of Games Mentioned

WoW: The Blizzard Blizzard 2007 90 Burning Entertainment Entertainment Crusade Yuurei NHK (Japan NHK (Japan ND 229 Yashiki-no Broadcasting Broadcasting Nazo Corporation) Corporation) Zon Zhao et al. Michigan State 2008 197 University Appendix. Suggested readings

Besides the many books, book chapters, journal articles, websites, blogs, and other publications that inform gameful L2TL theory, research, and practice, many of which are referenced in this book, there are a few outstandings books that I recommend for anyone interested in this feld. Tree related felds that are also crucial—CALL, SLA, and L2 pedagogy—are so broad that I hesitate to suggest only a few books from those felds, and instead suggest that anyone truly interested in gameful L2TL consider taking one or more university-level courses in those subjects.

A. Classics

Any list of ‘classics’ will immediately raise objections, so I keep it short and hope that others agree these three should be foundational for anyone interested in the feld.

1. Homo Ludens, by Johan Huizinga (1950, Beacon Press). A classic humanistic text written in 1938 combining philosophy, history, and philology, Homo Ludens is arguably a foundational book for any scholarly inquiry into the nature and purpose of play and games in

© Te Editor(s) (if applicable) and Te Author(s) 2019 273 J. Reinhardt, Gameful Second and Foreign Language Teaching and Learning, New Language Learning and Teaching Environments, https://doi.org/10.1007/978-3-030-04729-0 274 Appendix. Suggested readings

human culture. Huizinga makes the argument that play is fundamental to civilization itself, underlying basic human activities and domains like law, war, poetry, myth-making, philosophy, and art. 2. Man, Play, and Games, by Roger Caillois (2001, U of Illinois Press). In his work, written in 1958, Caillois builds on a critiques Huizinga’s defnition and ofers detailed descriptions and examples of ludus, paidia, alea, agon, mimicry, and ilinx. Caillois relates play forms and combinations thereof to all sorts of human activities like sports, casinos, astrology, theater, ceremonies, and drug addiction. 3. Language Play, Language Learning, by Guy Cook (2000, Oxford U Press). Cook’s classic work thoroughly and perspicaciously dis- cusses the relationships between language play and learning. His primary argument is that current language teaching methods and learning theories often ignore the role of play in learning.

B. Gameful L2TL

Tere haven’t been too many book-length treatments of gameful L2TL, also known as digital game-based language learning, but there are sev- eral I recommend that together can provide a solid introduction to the feld.

4. What Video Games Have to Teach Us about Learning and Literacy, by James Paul Gee (2003, 2007, Palgrave Macmillan). In this highly readable work, Gee interprets the activity of digital gameplay with new socially-informed understandings of literacy as social practice as well as connectionism and embodied cognition. His well-known 36 principles of learning refected in good digital game design include active critical learning, design thinking, identity appeals, achievement structures, cultural models, and afnity groups. 5. Digital Games in Language Learning and Teaching, edited by Hayo Reinders (2012, Palgrave Macmillan). Tis edited volume is the frst collection of conceptual and research-based work on digital game-based language learning by CALL researchers and applied linguists. Under this umbrella, the ten chapters range theoretically Appendix. Suggested readings 275

and methodologically from conceptual overviews, to qualita- tive and discourse analysis, to design-based and more quantitative approaches. 6. Language at Play: Digital Games in Second and Foreign Language Teaching and Learning, by Julie Sykes and Jonathon Reinhardt (2012, Pearson). Directed primarily at practitioners, this book is organized according to fve key parallels between L2TL and game design concepts: goal, interaction, feedback, context, and motivation. A variety of scenarios, activities, questions, and projects serve to ground gameful L2TL in situated and experiential learning. 7. Computer Games and Language Learning, by Mark Peterson (2013, Palgrave Macmillan). Peterson’s work is a highly comprehensive and thorough collection of surveys on theory and research in the feld. In particular, his coverage of early research in the feld is nowhere else to be found. As a model of research grounded in SLA theory, he ofers an analysis of gameful L2 learning in a MMORPG using socio-collaborative learning theory. 8. Te Gamifcation of Learning and Instruction: Game-based Methods and Strategies for Training and Education, by Karl Kapp (2012, Wiley). While Kapp’s work is not about L2TL in particular, it is written for educators and designers of learning environments broadly enough that those interested in language teaching will defnitely beneft. Avoiding the trappings that ‘gamifcation’ can induce as a currently hot buzzword, the book focuses on the practice of gamifying instruction with a solid grounding in theory.

C. Games Studies

Te feld of games studies is not short on theory, many of which can be related to L2TL theory by drawing parallels between gameplay, language use, and learning dynamics. Tere are many well-written tomes, and it’s hard to know where to start. I might recommend the following:

9. Half-Real: Video Games Between Real Rules and Fictional Worlds, by Jesper Juul (2011, MIT Press). Juul, a well-known 276 Appendix. Suggested readings

games studies scholar, ofers in his book a clear thesis on the defnition of games, how videogames are unique, and how real rules and fctional narratives interact to create engaging gameplay experiences. 10. In-Game: From Immersion to Incorporation, by Gordon Calleja (2011, MIT Press). Calleja’s thesis on game engagement extends ‘immersion’ and ‘interaction’ metaphors to argue for something that aligns more with embodied cognition. His ecological model accounts for how games engage players by appealing to them on multiple levels of involvement. 11. Computer Games: Text, Narrative, and Play, by Diane Carr, David Buckingham, Andrew Burn, and Gareth Schott (2008, Polity). Tis collection of essays written by a team of games studies researchers ofers a variety of well designed studies that illustrate various theoretical frameworks for, and methodological approaches to, games research. 12. Games and Gaming, by Larissa Hjorth (2011, Berg). In compli- ment to games studies perspectives centered on games as rules or narrative, Hjorth’s concise and insightful discussion explores the perspective of gaming as media, including the notions of games 2.0, participatory gaming and ‘playbour’, gaming and identities, and mobile and pervasive gaming.

D. Game Design

Like the aforementioned works on games studies, the following books do not discuss language learning and teaching per se, but are clearly written to help the reader and would-be game designer make connec- tions between theory and practice.

13. Rules of Play: Game Design Fundamentals, by Katie Salen and Eric Zimmerman (2004, MIT Press). Tis comprehensive, in-depth work explores the theory of game design, deftly combining it with practice. Ofering a framework of game design as rules, play, and culture, the authors ofer both experienced designers a new, refresh- ing way to see their work, and novice designers to direct theirs. Appendix. Suggested readings 277

14. Game Design Workshop: A Playcentric Approach to Creating Innovative Games, by Tracy Fullerton (2008, Elsevier). Fullerton’s highly accessible work explains the processes of game design in a way that is immediately applicable. Readers are led through clearly described steps and given many examples to work with, along with many insights into the game design and development industry. 15. Level Up! Te Guide to Great Video Game Design, by Scott Rogers (2014, Wiley). Entertaining and accessibly written, Rogers’ book gets designers right into game design and lets theory emerge as needed from practice. Starting from the very beginning, steps include brainstorming, story writing, character design, level design, and selling the game. 16. Challenges for Game Designers: Non-Digital Exercises for Video Game Designers, by Brenda Brathwaite and Ian Schreiber (2009, Cengage). Written by two experienced game designers, this handbook is an extensive collection of well thought-out and highly engaging game design activities for would-be designers of both analog and digital games. Its leads designers from the basics of mechanics to diferent design approaches to developing diferent types of games, for example, serious, casual, and social network games. References

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A alterbiography 116, 158, 243 Aarseth, E. 82 analyzing gameful interactions (as abstract conceptualization 71, research exercise) 238–9 159–60 Ang, C.S. 155, 204–5 achiever (Bartle’s gamer type) 63 AR. See augmented reality games action games 91–2 ARIS 10–11, 198–9, 243 action-adventure games 92 Arnseth, H.C. 2, 40 active experimentation 71, 159–60 artisan temperament 63 adventure games 92 As it once was in Cracow 199 aesthetics. See game aesthetics assimilation and acculturation models afective involvement 245–55 of L2 learning 29 afnity spaces 68, 86, 90, 99, 110, associationist research 230 135, 154 attendant game discourses 109, 156, afordance(s) 101, 111, 113 209 agency 79, 81, 83, 178, 206 audiolingual method 105 agon 55, 58, 66, 179, 209. See also augmented reality games 88, 133, competition 263 Ahn, S.-Y. 53 authentication, task 81 aim of play in itself 47 authenticity (game evaluation A la rencontre de Philippe 6, 196 criteria) 150 alea 57, 58, 66, 177, 209. See also autonomous collaboration 258 chance © Te Editor(s) (if applicable) and Te Author(s) 2019 301 J. Reinhardt, Gameful Second and Foreign Language Teaching and Learning, New Language Learning and Teaching Environments, https://doi.org/10.1007/978-3-030-04729-0 302 Index autonomous, extramural gaming Calvo-Ferrer, J. 118–9 135–6, 148, 182, 207–8 Campbell, J. 213 autonomy 81 card decks (game planning) 217–8, avatar builds 206 222–3 card games 88, 209 Carr, D. 83, 277 B Carroll, L. 50 badges in gamifcation 190 casual gaming 35, 40 Baltra, A. 6, 142 Catch Me If You Can! 198 Bartle, R. 62–6, 151 challenges in gamifcation 189 Bartle’s play styles 62–63 Chamot, A. 72 Bates, M. 63 championing (Lim’s six learnings) battle royale genre 133 157 behaviorist view of learning 105 chance 57–9, 177. See also alea being (Lim’s six learnings) 157 Chapelle, C. 106, 148–50 Bell, N. 52 Cheung, A. 241 bells and whistles 195 Chik, A. 135, 230, 233 Belz, J. 52 chocolate-covered broccoli problem Berns, A. 198, 204, 207, 235 10, 145 board games 88, 210, 264 Choice of the Pirate 245 boards in gamifcation 190 cipher puzzle 216 bridging activities 160–2 Clarebout, G. 125, 199, 232 briefng 143 cognitive view of learning 106–7 building (Lim’s six learnings) 157 collaborating (Lim’s six learnings) building mechanic 95 157 Bündgens-Kosten, J. 103 collaboration 56, 179 Busuu 7, 196 collecting mechanic 95 Butler, Y.G. 155, 233, 265 commercial of-the-shelf games vi, 141 communicative language teaching C 51–2, 106, 142 Caillois, R. 14, 45, 54–67, 70, 74, community, gameplay as 86 78, 209 community of play 86 CALL appropriateness framework community of practice 86, 206, 148–50, 165 154 CALL (computer-assisted language competition 55–7, 97, 151, 179, learning) vi, 3 189–90. See also agon Calleja, G. 61, 82, 116, 158, 243–4 computational literacies 108 Index 303 computer assisted language learning Desmet, P. 125, 199, 232 3, 183 dialogic interaction 52, 109 concrete experience 71, 159–60 digital game-based language confict 55–6, 179 learning v contextualized language use 116–9, digital game platforms 88 146, 175–6, 200–1 disposition, learnful 12, 77, 151–2, Cook, G. 51, 275 165–6 cooperation 56, 179 dispositions, gameful 12, 77, 151–2, Cornillie, F. 125, 199, 204, 229, 232 165–6 countries with most game developers distinction between game-informed 28 and gamifcation 174–75 creation and participation (bridging Djaouti, D. 4 activities) 160–162 Dörnyei, Z. 69 creative language use and language drama and simulation 59 play 50–51 drill method 105 Crookall, D. 4 DuoLingo 104, 133, 195 Croquelandia 198 during-play phase of game-enhanced Cruaud, C. 187 project 168 culture and play 46, 49 dynamics. See gameplay dynamics cultural attitudes towards videogames 20–4 E easy fun (Lazzaro) 65 D ecological perspective on L2 learning data collection techniques 232 111 debriefng 143, 250 ecological validity 242 Deci, E. 23, 68, 129, 186 educational game and simulation decision tree design (game planning) 4–5 218 elements of gamifcation 187–91 deduction 107 embedded game discourses 109, 156, deHaan, J. 92, 107, 116, 120, 155 209 dependent variable 230 embodied cognition 111 descriptive research 230 emergent design 79 design-based approach 198, 219, 230 emergent game discourses 109, 156, designed narrative 82 209 designing gameful L2TL research, emergent gameplay 79 recommendations for 236–7 emotion and space for sheltered design literacies 154–5, 265 learning 123 304 Index emotional literacies 110, 154 form-meaning-function association engagement 49, 79 107, 116 engaging nature of play 46–9 formal contexts of learning 31 ergodic 82, 113, 144 frameworks for game-enhanced eSports 20, 93 activity design 153–63 etymology of the word play 47 Franciosi, S. J. 117, 145 evaluating a vernacular game 145–52, 164–6, 238 evaluating research 117–8, 227–36 G examples of game-enhanced projects game aesthetics 97 169–70 game analysis 100, 209–10 experimental learning model game-as-ecology 184–5 159–60 game-as-method 185, 262 experimentation 107, 130 game-as-tool 184 explicit learning 31 game-as-tutor 184 exploration and guided analysis game-based 8–10, 195–6 (bridging activities) 160–2 game, defnition of 78-9 exploratory research 230–1 game design as unexplored L2 learn- explorer (Bartle’s gamer type) 63 ing activity 265 exploring (Lim’s six learnings) 157 game design in comparison to games expressing (Lim’s six learnings) 157 studies 4 extramural gaming 135–6 game discourses 109, 155–6, 209 extramural learning 31, 258 game elements 94–7 extraordinary nature of play 48 game engines 194 extrinsic learning game 205 game-enhanced 8–9, 141, 166–70 extrinsic motivation 68 game features 95 game formats 87–90 gameful, defnition of viii, 11–12 F gamefulness viii, 11–12, 77, 266–7 feedback 80, 105, 125 game genre 90–7 feedback provision 125, 146, gameground 264 203–5 game-informed 8–11, 174 Filsecker, M. 103 game interface design 125, 146–7, Fischer, I. 41, 118, 229 203–5 fxed mindset 68 game journaling 143 fow 61, 178 game language use analysis 209 follow-up session of game-enhanced game literacy 105–6, 153 project 168–9 GameMaker 194 Index 305 game mechanic 94–5, 98 Hjorth, L. 79, 85, 277 game planning, questions to consider Ho, J. 230 when 219–20 Holden, C. 11, 133, 198 gameplay dynamics 96–7 Hsueh, C.-J. 123 gamer 20 Hsu, T.-C. 123, 178 game rule 94 Huizinga, J. 46–9, 80 games as cultural artifacts 27–9, 123 humor 50 games studies 4 Hunicke, R. 97 game tasks and subtasks 122, 178 Hwang, G.-J. 123 game theme 89 HyperCard 197 game theory 56 game title 90 game world creating (game planning) I 213–4 Ibrahim, K. 107, 121, 127, 145, 232 gamifcation 10, 174, 183–7 ideal L2 self 69 gaming industry revenue 25 idealist temperament 63 gaming literacies 110, 153–5 identity (Stewart) 65 Gee, J. v, ix, 68, 109, 110, 122, 275 identity and gaming 59, 83 Genre. See game genre identity work and play 129–32, 147, global simulation 60 180, 206 goal orienting 56, 79 ilinx 60–1, 66 goal-oriented learning 124–5, 146, immersion 61 177–8, 203–5 implicit learning 31 grammar-translation 104 importance of gaming profciency 37 guardian temperament 63 incidental learning 31 independent project for game-enhanced L2 learning 170 H independent variable 230 hard fun (Lazzaro) 65 indigenous gaming traditions as Harrison, C. 241 source of inspiration 265 Hayashi, K. 118, 145 informal contexts of learning 31 Heeter, C. 68 informal L2 gaming 25, 260 Hegelheimer, V. 93, 118, 144, 233 in-game tasks 203, 217 Hellermann, J. 134 initial session of game-enhanced history of games in CALL 5–8, project 166–8 196–9 input-interaction hypothesis Hitosugi, C. 118, 145 106–7 306 Index

Instructed SLA 107 L intentional learning 31 L2 educational game, researching 234 interactive fction 92, 214–5, L2 educational games, reasons for 243 lack of 266 interactive museums as source of L2 learning and language play 51 inspiration 164 L2 motivational self framework 69 interactive story authoring (game L2TL and agon 56 planning) 214–5 L2TL and alea 58 interactivity 80 L2TL and ilinx 61 interventionist research design L2TL and mimicry 59–60 230 labyrinth mazes 215–6 intrinsic learning game 205 Lacasa, P. 144, 158, 265 intrinsic motivation 68 Lai, C. 103, 113 involvement 61 Lai, C.-L. 123 involvement framework 244–5 language awareness 53 language functions 98, 156–7, 209 language games (Wittgenstein) 77 J language learning and identity 109, Jack, C.-J. 117 180 Jenkins, H. 108, 110 language learning potential (game Jeon, S.-A. 131 evaluation criteria) 149 Juul, J. 79, 120, 242 language play 50–4 language socialization 109 languaging 126–8, 147, 177–9, K 205–6 Kapp, K. vi, 183, 276 largest game markets 21 keeping a journal (as research Lazzaro, F. N. 63, 67 exercise) 238 leaderboards in gamifcation 190 Keirsey, D. 63 learner ft (game evaluation criteria) Keirsey’s four temperaments 63 149 Kern, R. 6, 70, 103, 154 learner-player, defnition of 2 keys to fun (Lazzaro’s four) 65–7 learnful, defnition of 12 killer (Bartle’s gamer type) 63 learning as participation 109 Klug, G.C. 66 Learning by Design framework 70 knowledge (Stewart) 65 learning preferences 72 Kolb, D. 69–71, 84, 159 learning resources, access to for Kolb’s experimental learning model autonomous learning 207 69–70 learning strategies 72–3 Kolb’s learning styles 69–73 learning styles 69–3 Index 307 learning to play 2 mindset, fxed. See fxed mindset LeBlanc, M. 97 mindset, mastery. See mastery levels (game feature) 95 mindset levels (gamifcation) 190 Mission not really impossible 199 Lim, K. 157 MMO 89 Lim’s six learnings 157 MMORPGs. See massively LingroLearning 196 multiplayer online role playing literacies 103 games LiveMocha 7 MOBA games. See multiplayer online ludology-narratology debate 79 battle arena games ludus 54 mobile devices 207 Lu, X. 41, 118 modding 210–1 modifed vernacular games, researching 234 M monomythic plot 213 magic circle 80 Montessori, Maria 50 Malone, T. 5, 205 MOO 52 massively multiplayer online role most popular games 26 playing games 92, 103, 117, motivation 65, 68–9, 118, 151, 184 123, 131–3, 141, 146, 184, motivation types, Stewart’s 65 196, 242 Mousavadin, E. 127 mastery goal orientation 68 MUDs 62 mastery learning in games 122, 177 Muhammed, M. 117 mastery mindset 68 Müller, A. 153, 197 Mateas, M. 108 multi-user virtual environments 197 maze design (game planning) 215–6 multiliteracies framework 70–1, 154, McGraw, I. 118 159 meaning focus (game evaluation multimodal literacies 110 criteria) 150 multiplayer online battle arena games meaningful play 80 93 mechanic. See game mechanic Murray, J. 82, 215 media, game as 84–6 MUVE. See multi-user virtual mediatization of games 85 environments Medicina 197 Mekler, E. 186 Meow Wolf 264 N Meskill, C. 6, 143 narrative 60, 82–4 Miller, M. 93, 118, 144, 233 narrative analysis (game planning) mimicry. See simulation 212–3 308 Index narrative involvement 244–55 pedagogical mediation 142–3 narrative theory and time in games Peng, W. 127 120 people fun (Lazzaro) 65 narrative, designed 82 performance literacies 110, 154 narrative, personal 82 performance orientation 68 narrativization 84, 97, 116, 130, personal display boards in gamifca- 158–9, 206, 216 tion 190 narratology 79 personal narrative 82 negotiating mechanic 95 pervasive games 88, 133–4, 198, 207, negotiation of meaning 106–7 263–4 Neville, D. 116, 130, 158, 206, 229 Peterson, M. vi, 7, 40, 103, 113, 234, Newgarden, K. 127, 231 242, 266 Ni, R. 103, 113 phonaesthesia 51 Nielsen Games 20 Piaget, J. 50 noetic 82 Piirainen-Marsh, A. 127, 130 non-L2 educational game, research Pitura, J. 199 234 place dependent learning 132–5, nonce formations 51 180–1 noticing hypothesis 106 place independent learning 132–5, 180–1 PLATO 6, 197 O play literacies 108 O’Malley, J. 72 play preferences and styles (game observation and collection (bridging evaluation criteria) 151–2, 165 activities) 160–2 play styles 66 orientalism 29 play, defnition of 46–8 ought-to L2 self 69 player behavior as gameplay dynamic output hypothesis 106 96 playground design (game planning) 215–6 P playground games 88 paidia 54 playing to learn 2 pair project for game-enhanced L2 point systems (gamifcation) 188–9 learning 169–70 points (game feature) 95, 217 party games 88 positive impact (game evaluation Pearce, C. 86 criteria) 150 Peck, S. 48 post-play phase of game-enhanced pedagogical interventions, researching project 168 239–40 power (Stewart) 65 Index 309 practicality (game evaluation criteria) Reinhardt, J. 8, 52, 89, 125, 160, 150 184 praxis 2, 259 relationships between theory research pre-play phase of game-enhanced and practice 3, 259 project 168 repeatability of play 120, 176, 248–9 procedural literacies 108 research exercises 238–40 prod-usage 85 research participants, variety in 233 progression 79 research questions, qualities of 229 prototyping 211–2 rewards (gamifcation) 189 Przybylski, A. 23 rhizome mazes 215–6 psycholinguistic-cognitive view of Richardson, D. 199 learning 106 Richardson, D. F. 233 purposes of research 228–9 risk-taking 57–8, 177 Purushotma, R. 9, 37, 93, 107, 116, role play 59–60 124, 211, 234 role-playing games 92 puzzle design (game planning) Rowling, J. 63 215–6 RPG. See role-playing games puzzle solving mechanic 95 rule-based nature of language and L2TL 81 rule-bound nature of play 47 Q rules, game as 79–80 questions for evaluating a vernacular Ryan, R. 23, 68, 129, 186 game 164–6 quests (game feature) 95, 217 quests (gamifcation) 189 S Quizlet 7 Salen, K. 80, 154, 277 sandbox 91, 216 scafolded learning space 122–3, 146, R 177, 202–3 racing mechanic 95 Schell, E. 66, 218 Rama, P. 116, 128, 131, 149 Schmidt, M. 118, 145 randomizer elements 95 Scholz, K. W. 229 rational temperament 63 Schulze, M. 229 real-time strategy games 93 screen mockup design (game plan- reasons for informal L2 gaming 35 ning) 218 refective observation 71, 159–60 second language acquisition, feld of Reinders, H. 123, 146, 159, 202, 102 227, 234, 275 second person perspective 215 reinforcement 104–5 security (Stewart) 65 310 Index serious fun (Lazzaro) 65 strategy games 93 serious game 4, 47 structural view of language 104 sexism in videogames 21 structural-behaviorist view of gameful Shintaku, K. 117, 229, 241 L2 learning 105 short-term memory 107 structure-focused game 201, 212 SIE. See synthetic immersion suggestions for informal L2 gaming environments 35 Silva, H. 185 Sundqvist, P. 31, 135, 182, 230, 233 Silva, L. 127 surveying gaming practices (as simulation (mimicry) 59–60, 66 research exercise) 239 simulation games 93 Sykes, J. 8, 89, 125, 133, 145, 178, simulation literacies 108 198 simulation/gaming, feld of 4 Sylvén, L. K. K. 31, 135, 182, 230, simulations 5 233 situated learning 59, 139, 154 synthetic immersion environments SLA. See second language acquisition, 197 feld of system literacies 108, 153 social collaboration 109, 126–8, 147, 178–9, 205–6 social gameplay 126–8 T social media literacies 110 tabletop games 88 social-informed view of L2 learning Tainio, L. 127, 130 108–10 Tarone, E. 52 socialization 86 task authentication 81 socializer (Bartle’s gamer type) 63 task-based language teaching 56, 81, socio-interactional literacies 110, 154 178–9 space for sheltered practice 122–4, Taylor, M. 142 146, 177, 202–3 TBLT. See task-based language Spires, H. 200 teaching sports 87 temperament. See Keirsey’s four Steinkuehler, C. 110 temperaments stereotypes of gamers 22 Terlecka-Pacut, E. 199 Stewart, B. 63–5 thematic coherence of game 116 story arcs 212–3 theme. See game theme story mapping 158, 243 theoretical framework 231–2 story-focused game 200, 212 Torne, S. L. 41, 118, 131, 134, 160, storyboard design (game planning) 218 184, 229 strategic involvement 244–55 time afordances 38 Index 311 time and place-(in)dependent learn- Vosburg, D. 128, 232 ing 132–5, 147–8, 180–1, 207 VR. See virtual reality time control 120–2, 146, 176–7, 201–2 title. See game title W tongue twisters 51 Warner, C. 52, 233 top game titles sold 26 Warschauer, M. x, 6, 103, 116, 128, top languages of games 21 131 translations of games 27 Wattana, S. 123, 146, 202 trophies (gamifcation) 190 Whitton, N. 143 turn-based strategy games 93 whole class project for game-en- turns (game features) 95 hanced L2 learning 169 tutorials in games 122 willingness to communicate 123, Twine 11, 242 177 Twitch streaming 136, 148, 161, 170, Wittgenstein, L. 49, 77 263 Wolf, M. 91 word games 51, 88 working memory 107 U wraparound materials or activities Unity 194 143–5 usage-based perspective on language writing learner-gamer profles (as 111 research exercise) 239 use of learning resources while gaming 38–9 usefulness of rare vocabulary 37–8, Y 41 Young, M. 127, 145, 158, 231, 233, 234

V vernacular game, defnition of vi, 141 Z vernacular games, researching 234 Zaphiris, P. 155, 204–5 vertigo. See ilinx Zhao, J. 117 violence in videogames 22–3 Zhao, Y. 103, 113, 196 virtual reality 199, 263 Zheng, D. 127, 145, 158, 231, 233, virtual worlds 5 234 Vocab A1 Trainer 198 Zimmerman, E. 80, 154 voluntary nature of play 46 Zubek, R. 97