Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Dr. Susan Rauchwerk

Second Advisor

Dr. Valerie Shinas

Third Advisor

Dr. Paul Darvasi

Abstract

This study explores the design strategies and pedagogical principles that shape digital games for developing second-language (L2) Chinese word recognition skills. Drawing on design documents, reflective journals, and design notes, it analyzes the game development process, the reasoning behind design choices, and their perceived effectiveness and challenges. The analysis is grounded in established game-based learning frameworks and second language acquisition theories. Findings reveal that the practitioner employs five design strategies: learning alignment, cultural contextualization, achievement mechanics, user-centric navigation, and functional aesthetics. These strategies are shaped by pedagogical principles, including scaffolding, multimodal learning, active learning and immediate feedback, as well as by theoretical perspectives such as constructivist learning theory, cognitive load theory, dual coding theory, the input hypothesis, among others. The study discovers design challenges in three areas: conceptualization, pedagogy, and technical implementation. These challenges reveal the complexities of aligning game design with language learning goals. The practitioner’s reflections show that educational games can support contextual learning, boost learner engagement and strengthen skill development for L2 Chinese learners. This study adds to the growing body of research on digital game-based language learning by presenting a practitioner’s perspective. It also sheds light on the iterative process of educational game development and emphasizes the importance of thoughtful pedagogical considerations within the instructional context when integrating games into language instruction. The findings present practical implications for educators seeking to harness game-based learning to enhance L2 vocabulary acquisition, for game designers focused on educational game development, and for teacher development in digital game design.

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