Speller, G. (2026). Designing an English learning game based on the “Key Characteristics of a Learning Game” framework: An exploratory study of learner perceptions

Metadata

• Author: Garrett Speller
• Institution: Lakeland University Japan
• Peer reviewers: Jonathan deHaan and James York
• Volume and page numbers: 8 (p. 55 – 85)
• Date of publication: 2026/09/16
• Keywords: DGBLL, Game Design, Key Characteristics, TOEIC, Narrative frames

• Email: [email protected]

• Cite:

Speller, G. (2026). Designing an English learning game based on the “Key Characteristics of a Learning Game” framework: An exploratory study of learner perceptions. Ludic Language Pedagogy, 8, 55-85.

Download

📥 Download the PDF

KEY POINTS

• Background: Ever since I became an assistant language teacher in Japan, I’ve had a deep interest in games and their potential uses in the classroom. In my master’s program, I wanted to see how far I could take this concept. I designed a video game, Adventures in Anglonia, and implemented it in the university classroom.
• Aim: The aim of the study was to test student reception of game design utilizing the Key Characteristics of a Learning Game (KCLG) framework (Malone & Lepper, 1987).
• Methods: By designing Adventures in Anglonia to include mechanics that align with the key components of a learning game and examining student perceptions regarding these mechanics, a picture is created of the reception of the KCLG approach—specifically, whether it is meeting the intentions of the design.
• Results: Students understood and appreciated most of the mechanics associated with the variety of KCLG design decisions. They felt challenged by the game and that they were learning English. Students were also curious about both the exciting graphics and the fact that the game broke their expectations. Students were somewhat engaged in the fantasy experience, though it could have been better explained, and they appreciated the control they had over decisions in the narrative and in battle.
• Conclusion: The design choices incorporated into Adventures in Anglonia were generally interpreted by students in ways consistent with the designer’s intentions, with most students responding positively to the game’s mechanics.

TWEET

Adventures in Anglonia was designed for language learners along the four dimensions of KCLG: Challenge, Curiosity, Fantasy, and Control. Did students notice them, and what did they think?