EMERGENCY 20 MULTIPLAYER GAMEPLAY SERIAL
The game is played on five-player matches that center on a group of survivors attempting to escape supernaturally enhanced serial killers and avoid being sacrificed to a demonic being known as “The Entity.” Four players control the survivors while one takes the role of the killer in what could be described as a bloodier take on hide-and-seek in randomly generated maps based in differently themed “realms.” Survivors must repair generators to unlock the exit while evading and outwitting “The Killer,” and can use a number of different items like tool boxes and first aid kits to help them.
But some games take a different route, and one of them is “Dead by Daylight,” an asymmetric survival horror online multiplayer that takes inspiration for its gameplay from old school slasher films. Thus, we explore why teachers have been left out, why they are needed, and what teaching with games looks like.Most multiplayer games fall into the science fiction or fantasy genre, and are usually in the shooter or RPG category. Few studies have investigated the role and impact of teachers in this field. Research on game use in language learning is narrowly focused on game design and games as stand‐alone learning environments. Finally, we propose numerous avenues of further inquiry for teachers and researchers to advance the field of LLP. We present three “ludic language pedagogy” (LLP) studies which demonstrate what teaching with and around games looks like. This new field places teachers and a deeper consideration of the connections between play and learning at the center of an approach to studying the intersection and implementation of games and language teaching. Thus, we propose a new direction of research that emphasizes the importance of teachers in game‐based language learning and argue for the necessity of an inclusive field of inquiry that is open to the diverse instantiations of games and play which exist outside the current scope of DGBLL. In this paper, we argue that current research on games in language education, predominantly framed as “digital game‐based language learning” (DGBLL), is lacking details regarding the role of teachers, or more precisely, the verbalization of the pedagogical underpinnings, scaffolds, and techniques teachers use to successfully integrate games and play in their teaching contexts. The pre- and post-tests suggested, among other results, that players using new L2 words in the game Among Us would retain more vocabulary than players only encountering them, that vocabulary intentionally input helped other users trigger incidental vocabulary learning, and that repetition had a positive effect on L2 vocabulary learning. They took a vocabulary test after two sessions of practice with the game to explore intentional and incidental L2 vocabulary learning gains. In doing so, students learnt some target words intentionally and provided contextualized incidental exposure to other players. Then, students were randomly assigned to different groups of players and to different learning conditions-within each group, half of the players were given a list of phrases containing such target words, which they were encouraged to meaningfully use in the game by means of written interaction.
Secondary school pre-intermediate English as a Foreign Language (EFL) students (n = 54) took a vocabulary pre-test that identified eight unknown words likely to appear in the video game Among Us. An empirical study was conducted to explore the effect of playing an online multiplayer social deduction game (i.e., a game in which players attempt to uncover each other’s hidden role) on incidental and intentional second language (L2) vocabulary learning. Video games, which have been extensively employed in educational contexts to understand lexical development in foreign languages, foster both exposure to and the production of authentic and meaning-focused vocabulary.
It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Vocabulary learning has been traditionally considered central to second language learning.
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