Incorporating digital multimodal composing into game-enhanced language learning

Abstract

As part of a research project on the use of digital games for language learning, this study explored the emotional trajectory and experiences of EFL learners during game-enhanced digital multimodal composing (DMC), with a focus on enjoyment and boredom. Informed by the control-value theory, this exploratory multiple case study centered on two groups of learners who volunteered to participate in this out-of-school project in which they played the digital game Genshin Impact and completed DMC over the course of six weeks. Both quantitative and qualitative data were collected and analyzed, including emotion questionnaires, participants’ gaming journals, DMC productions, semi-structured interviews, and critical incident forms. The results showed that despite fluctuations, the high achievers in DMC demonstrated high levels of enjoyment and moderate levels of boredom. Low achievers experienced relatively high levels of boredom and moderate levels of enjoyment during DMC tasks. Analysis further revealed the control and value ascribed to the tasks as potential causes for these differences and emotional fluctuations. The findings also highlight the role identity played in the control-value appraisal of the learning activity. The pedagogical implications of the study are discussed and suggestions for future research are provided.