Program

Teaching M.A.

Number of Pages

57

Year Approved

2026

First Advisor

Lisa Bekemeyer

Second Reader

Drew McLaughlin

Abstract

Few studies have focused on the comparison between digital and non-digital game-based learning, especially in the world language classroom. This thesis is a literature review of 36 peer-reviewed articles to compare the effects of digital versus non-digital game use in regards to motivation, language acquisition, vocabulary retention, teacher implementation, and student social skills and mental health. The findings show that both styles of gamification have positive impacts in all of these categories when compared to traditional teacher-centered instruction, though when compared, each mode has its benefits and weaknesses. Digital games’ promotion of competition can limit student intrinsic motivation as well as student interaction; however, the immediate feedback and built-in repetition strongly promote language acquisition, and the low-preparation needs are appealing to teachers. On the other hand, non-digital games can raise the affective filter of shy students and have high-preparation needs, but are shown to encourage student engagement and promote social development through collaboration while also being an effective tool for student language learning. After conducting this research, I recommend a mixed-method implementation to maintain novelty, promote the development of skills in various categories, and encourage peer interaction.

Degree Name

Teaching M.A.

Document Type

Masterʼs thesis

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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