What video games have to teach us about learning and literacy
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Serious Games: Games That Educate, Train, and Inform
Serious Games: Games That Educate, Train, and Inform
GameFlow: a model for evaluating player enjoyment in games
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Influence of social setting on player experience of digital games
CHI '08 Extended Abstracts on Human Factors in Computing Systems
People, places, and play: player experience in a socio-spatial context
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Flow and immersion in first-person shooters: measuring the player's gameplay experience
Future Play '08 Proceedings of the 2008 Conference on Future Play: Research, Play, Share
Player Performance, Satisfaction, and Video Game Enjoyment
ICEC '09 Proceedings of the 8th International Conference on Entertainment Computing
Students' perceptions about the use of video games in the classroom
Computers & Education
Parental acceptance of digital game-based learning
Computers & Education
Identification with the player character as determinant of video game enjoyment
ICEC'07 Proceedings of the 6th international conference on Entertainment Computing
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Learning opportunities offered by digital games have become an important research topic in recent years. Language learning is one of the areas in which games could prosper but the question then is whether these should be specialized language-learning games or commercial off-the-shelf games for entertainment. The goal of this paper is to compare the experiences evoked by playing a commercial and two language-learning games in adult foreign language learners N=62. While results of the experimental design suggest that a commercial game results in better playing and learning experiences, these findings are partly neutralized by the attitude of the participants towards learning through digital games and by being a frequent player of games or not. This raises questions as to how digital games should be designed to appeal to a public of learners that is not familiar with digital game-based learning or with gaming in general.