A Comparison of Computer Game and Language-Learning Task Design Using Flow Theory

Abstract

This article explores the relationship between Digital Game-Based Learning (DGBL) and Task-Based Language Teaching (TBLT). There are many recent studies showing that a gaming approach to language instruction is more intrinsically motivating than non-gaming approaches. A major focus of research has been to determine the design features of games that support intrinsic motivation, but such studies tend to focus only on computer game design. This article uses Flow Theory to compare computer game design and language learning task design and identify such design features. Specifically, this article explores the ways that goals, feedback and skill/difficulty balance are typically implemented in computer games and tasks. Important differences are highlighted, and the role of DGBL in TBLT is discussed.