Exploring digital nativeness as a predictor of digital game-based L2 vocabulary acquisition

• Published in: Interactive learning environments Vol. 28; no. 7; pp. 902 - 914
• Main Author: Calvo-Ferrer, José Ramón
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.10.2020; Taylor & Francis Ltd
• Subjects: College students; Colleges & universities; Computer & video games; Computer Games; digital game-based learning; Digital literacy; Digital natives; Education; Educational Change; Educational Games; Educational technology; Empirical analysis; English (Second Language); English as a second language learning; Foreign Countries; Game Based Learning; Individual Characteristics; Information Technology; Language acquisition; language learning; Language Tests; Learning; Learning outcomes; Measures (Individuals); Outcomes of Education; Predictor Variables; Pretests Posttests; Regression analysis; Second Language Instruction; Second Language Learning; Second language vocabulary learning; Students; Task Analysis; Teaching Methods; Technological Literacy; Undergraduate Students; Video Games; vocabulary acquisition; Vocabulary Development; Spain
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2018.1548489

Although the "digital natives" theory is still used to justify the implementation of technologies such as video games in the language classroom, whether digital nativeness (i.e. the extent to which an individual embodies the characteristics attributed to digital natives) may be used as a predictor of digital game-based learning outcomes is to be analysed. An empirical study was conducted to test the predictive strength of some attributes of digital nativeness, as determined by Teo's (2013) Digital Native Assessment Scale, on L2 vocabulary acquisition and on educational engagement. A vocabulary learning game was played by 86 university EFL students, who additionally completed post- and delayed knowledge tests on the vocabulary contained in the game, the DNAS questionnaire, and questions on educational disengagement and perceived need for technology-related changes. The regression analysis revealed that the factor "able to multitask" was a predictor of poorer L2 vocabulary acquisition, whereas the factors "comfortable with technology" and "thrive on instant gratifications and rewards" had a positive impact on learning outcomes. Additionally, the analysis showed that none of the attributes of digital natives that make up the DNAS could predict either students' disengagement with the educational system or their perceived need for technology-based changes in education.