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Gee, J. P. (2008). Game-Like Learning: An Example of Situated Learning and Implications for Opportunity to Learn. In Assessment, Equity and Opportunity to Learn (pp. 200-221). Cambridge: Cambridge University Press.
https://doi.org/10.1017/CBO9780511802157.010

has been cited by the following article:

• TITLE: The Effects of Language Games on Smartphones in Developing Arabic Speaking Skills among Non-Native Speakers

  AUTHORS: Hamadallah Mohammad Salleh Kenali, Nik Mohd Rahimi Nik Yusoff, Noor Saazai bt Mat Saad, Hazlina Abdullah, Ashwaq Mohammad Salleh Kenali

  KEYWORDS: Language Games, Autonomous, Second Language, Arabic Languge, Speaking Skill

  JOURNAL NAME: Creative Education, Vol.10 No.5, May 30, 2019

  ABSTRACT: This study investigates the impact of using smartphones to develop Arabic speaking skills among Arabic non-native speakers through a language game. The experiment was conducted by introducing the independent variable (language game on smartphone) on the study sample of 15 University of Sydney students learning Arabic at the beginner level. The experiment was conducted throughout semester 2/2015. Students spent 24 hours of self-study using the language game via smartphones. They were subjected to a pre- and a post-oral test to measure the impact on the speaking skill development in four major aspects namely confidence level, pronunciation, grammar andunderstanding. The data were analysed quantitatively using T-test and findingsshowed significant statistical differences On the whole, this study shows that using language games on smartphones has a positive effect on the speaking skill development of the students.