Between learning and playing? exploring learners' perceptions of corrective feedback in an immersive game for English pragmatics
This study was designed to look specifically at corrective feedback (CF) in a digital game environment for language learners targeting what kind of feedback was used and how it was perceived by learners. The study put together an RPG game that utilized realistic audio and visual techniques to create an interesting format for learners. The authors incorporated both intrinsic and extrinsic feedback in order to find out which kind of feedback students preferred, if any at all.
Learners greatly perceived explicit feedback to be both useful and necessary for a positive learning experience. But when learners ran across intrinsic feedback they found these areas to be more ‘fun’, it also felt realistic, immersive, and the students adjusted quickly to this input. What was especially interesting was that the study also concluded that the learner’s opinion over which kind of feedback is more useful might actually determine which kind would be most useful to them. Much like learning styles there is also a feedback styles element in learning.
Cornillie, F., Clarebout, G., & Desmet, P. (2012). Between learning and playing? exploring learners' perceptions of corrective feedback in an immersive game for english pragmatics. ReCALL : The Journal of EUROCALL, 24(3), 257-278.
doi:http://dx.doi.org/10.1017/S0958344012000146