Year: 2025
Type: review
Study design: Systematic Review
Abstract: This systematic review explores the role and effectiveness of digital games in second language (L2) learning, specifically focusing on English language acquisition. The study synthesizes findings from existing literature published between 2018 and 2025, analysing various game formats including educational, commercial, and gamified applications. It examines how these digital games impact language skills such as vocabulary, grammar, pragmatics, and motivation for language learning. The review also addresses the influence of individual learner differences, such as cognitive styles, motivation for language learning, and prior gaming experience, on learning outcomes. Results indicate digital games significantly enhance vocabulary retention, motivation, and pragmatic competence, yet outcomes vary according to game type, learner characteristics, and instructional integration (i.e., using technology or strategies to actively support student learning). While digital games demonstrate substantial potential to transform L2 instruction by providing immersive, interactive, and personalized learning experiences, challenges regarding implementation, game design suitability, and equitable access persist. Future research directions are recommended, emphasizing longitudinal studies, broader skill assessment, and detailed examination of game mechanics.
Author: Rivas Sáenz, Laura
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7135953676