Designing for Implicit Interactional Feedback: A Game-Based Approach to Asynchronous Language Learning

Abstract

Asynchronous language learning tools have become commonplace due to shifts in technology and access to online learning. However, many tools prioritize immediate correction and validation over implicit interactions that facilitate self-correction, such as confirmation prompts or recasts. As a result, learners who use these tools have limited exposure to exchanges found in authentic conversation. A game-based module was designed to incorporate implicit interactional feedback as a learning strategy for beginner Japanese language learners. The module incorporated adult learning principles, multimedia principles, and game-based learning strategies to create a situated, low-stakes learning environment. A usability evaluation involved individual, synchronous sessions with beginner learners and a native Japanese speaker. Learning effectiveness data was collected from 15 participants via an asynchronous playthrough, and attitudinal data were collected via a post-instruction questionnaire. Usability testing results led to additional audio interactions and refinements in in-game instruction. Learning effectiveness results demonstrated high overall performance in module assessments, and participants reported positive engagement and heightened confidence. The role of implicit interactional feedback was inconclusive, likely due to the module’s short duration. The game-based format showed promise as an engaging instructional method, with participants responding positively to the gameplay, use of audio, and task repetition. Future iterations should expand content and game duration to increase the likelihood of implicit feedback encounters during gameplay.