Change search
ReferencesLink to record
Permanent link

Direct link
Categorization of Digital Games in English LanguageLearning Studies: Introducing the SSI Model
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies. Karlstad University, Faculty of Arts and Education. (Centrum för språk- och litteraturdidaktik (CSL))ORCID iD: 0000-0003-0511-4624
2013 (English)In: 20 Years of EUROCALL: Learning from the Past, Looking to the Future: 2013 EUROCALL Conference, Évora, Portugal, Proceedings / [ed] Linda Bradley and Sylvie Thouësny, Dublin, Ireland; Voillans, France: , 2013, 231-237 p.Chapter in book (Refereed)
Abstract [en]

The main aim of the present paper is to introduce a model for digital game categorization suitable for use in English language learning studies: the Scale of Social Interaction (SSI) Model (original idea published as Sundqvist, 2013). Based on sociocultural theory (Vygotsky, 1978), the SSI Model proposes a classification of commercial off-the-shelf digital games into three categories: singleplayer, multiplayer, and massively multiplayer online games (MMOs). The potential for naturalistic learning (Benson, 2011) of English is hypothesized to be greater the larger the scale of the in-game social interaction. In other words, the larger the scale of social interaction offered by particular games, the higher the chances of encountering co-players of different nationalities, making the need for a shared language (i.e., English) for in-game interactions obvious. Subsequently, the more authentic English interactions there are, the higher the chances for naturalistic language learning to occur. In the SSI Model, the scale of social interaction is viewed as a continuum, from small scale (singleplayer games) to large scale (MMOs). Thus, from the perspective of language learning, the model suggests that MMOs are more beneficial than multiplayer games which, in turn, are more beneficial than singleplayer games. A secondary aim is to present some preliminary findings regarding the validation of the SSI Model based on data collected from Swedish learners (9th grade) in an ongoing 3-year study about the relation between out-of school digital gameplay and vocabulary acquisition. The results reveal that it is more common that learners who play games frequently play multiplayer games and/or MMOs than singleplayer games. Further, the results provide partial evidence of the validity of the SSI Model in that the learners who are categorized as playing multiplayer games and MMOs score higher on two vocabulary tests than the learners categorized as playing singleplayer games.

Place, publisher, year, edition, pages
Dublin, Ireland; Voillans, France: , 2013. 231-237 p.
Keyword [en]
video games, digital games, game categorization, EFL, ESL, SLA, vocabulary acquisition
National Category
Humanities Specific Languages Didactics
Research subject
URN: urn:nbn:se:kau:diva-30569ISBN: 978-1-908416-12-4OAI: diva2:669058
Available from: 2013-12-02 Created: 2013-12-02 Last updated: 2014-09-04Bibliographically approved

Open Access in DiVA

Categorization of Digital Games...(652 kB)94 downloads
File information
File name FULLTEXT01.pdfFile size 652 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Other links

Search in DiVA

By author/editor
Sundqvist, Pia
By organisation
Center for Language and Literature in EducationDepartment of Language, Literature and Intercultural StudiesFaculty of Arts and Education
HumanitiesSpecific LanguagesDidactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 94 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 104 hits
ReferencesLink to record
Permanent link

Direct link