Implementing Video Games to Improve English Grammar Skills: Scribblenauts Unlimited
Febri Dhany Triwibowo
This qualitative research study investigates the effectiveness of using the video game
Scribblenauts Unlimited as a technique for improving English grammar abilities. The
participants of the study were students of basic grammar level learners. Semi-
structured interviews and participant observations were used to gather the data. The
participants played Scribblenauts Unlimited for a predetermined amount of time,
during which time their experiences, reasons for playing, and effects on their
language abilities were examined. The results show how using Scribblenauts
Unlimited improved the participants' command of English grammar. Their grasp and
application of grammatical ideas were said to have been improved by the interactive
nature of the game and the opportunity for contextual language exercise. While
playing the game, participants demonstrated enjoyment and motivation,
demonstrating improved engagement and willingness to practice grammar. The
qualitative study exposes a number of themes, including the game's capacity to
enhance problem-solving abilities, fast feedback, and autonomous learning.
Participants also cited the game's vivid and varied virtual world as important in
retaining their interest and participation in grammar drills. Overall, the evidence from
this study indicates that including video games like Scribblenauts Unlimited have a
considerable positive impact on improving English grammar abilities. The findings
offer insightful information for educators and game designers looking to apply
gamified methods to language training. It is advised to conduct more research to
examine the long-term benefits and potential scalability of grammar training
interventions based on video games.
Keyword(s) : scribblenauts unlimited, grammar, grammar skills, video game
Introduction
Played by an ever-increasing number of children, teens, and adults on game consoles,
computers, smartphones, and tablets, video games are one of the most popular kinds of
entertainment in the modern world. According to Statista (2016), the global population of people
who play video games was predicted to be 1.8 billion in 2015. In addition, the video game sector
has experienced substantial expansion, as evidenced by the fact that the value of this market was
estimated to be 996 million euros in Europe. The global market is expected to reach 99.6 billion
dollars (91.7 billion euros) in 2016, as stated by Newzoo (2016), and it is anticipated that it will
reach 118.6 billion dollars (109.2 billion euros) by 2019.
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In recent years, there has been a notable shift in the field of language learning, with
educators investigating novel and interesting methods to improve second language (L2)
acquisition. One strategy like this that is gaining popularity is the use of video games as a form
of educational medium. The traditional approaches of teaching a language have traditionally
relied on things like textbooks, lectures, and grammatical exercises that repeat themselves, all of
which have the potential to fail to capture and encourage L2 students. As a reaction to this
difficulty, academics and educators have started using video games as an alternative way of
training. They do this by utilizing the interactive and immersive element of gaming to help
people learn new languages (Bayeck, 2020). The purpose of this research is to make a
contribution to the expanding body of knowledge in this field by shedding light on the possible
advantages of introducing video games into the process of learning a language.
The ability to correctly use English grammar is an essential component of language
acquisition, particularly for individuals who are not native speakers of the language. The
traditional approaches to teaching grammar typically involve the use of textbooks, lectures, and
written exercises, all of which have the potential to fail to properly engage pupils. In recent
years, there has been an increasing interest in the incorporation of technologies that are both
interactive and entertaining, such as video games, into contexts that are dedicated to the study of
languages. The purpose of this qualitative research study is to explore the efficacy of utilizing the
video game Scribblenauts Unlimited as a method for developing English grammatical abilities
among students enrolled in classes at Dian Nuswantoro University.
The participants in this research project are comprised of thirty students from Dian
Nuswantoro University's English Literature program who are currently enrolled in a fundamental
grammar course at the same institution. These students were chosen as the target group because
they had similar experiences in terms of receiving education regarding grammar and because of
their familiarity with the English language. It is possible to acquire significant insights into the
potential benefits of introducing video games into grammar training through an analysis of the
users' experiences with utilizing the video game Scribblenauts Unlimited as an aid for language
learning.
This investigation makes use of a qualitative research methodology to collect data;
specifically, it conducts interviews that are only partially structured and relies on participant
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observations. These methodologies make it possible to conduct an in-depth investigation into the
experiences of the participants, their motivations for playing, and the influence that playing
Scribblenauts Unlimited has had on their linguistic capabilities. The purpose of the study is to
shed light on the impact of the interactive character of the game and the chances it gives for
contextual language workouts by analyzing the data obtained through interviews and
observations.
The results of this research indicate that the use of Scribblenauts Unlimited has resulted
in improvements in the participants' command of English grammar. These findings are
preliminary, but they indicate that these changes have occurred. It appears that the interactive
component of the game improved both their understanding and application of grammatical ideas,
providing a learning experience that was both dynamic and interesting for the student. In
addition, participants have reported improved levels of enjoyment, desire, and willingness to
practice grammar, which lends further credence to the idea that the game has the potential to be
used as an aid for language acquisition.
This study also investigates many recurring patterns that have become apparent as a
result of examining the data. The ability of the game to improve problem-solving skills, to
provide instant feedback, and to stimulate autonomous learning were identified as key aspects
contributing to the progress made by the participants. In addition, it was discovered that the
vibrant and diverse virtual environment of Scribblenauts Unlimited was an important factor in
retaining the participants' interest in the grammar drills and ensuring that they actively
participated in them.
In a nutshell, the purpose of this research is to evaluate whether or not playing the video
game Scribblenauts Unlimited may effectively help students improve their English grammar
skills when they are enrolled in a basic grammar course at Dian Nuswantoro University. In this
study, qualitative research methodologies are used to investigate the participants' past
experiences, motives, and the influence those experiences had on their linguistic ability.
According to the first findings, there was a favorable influence on grammatical ability, as well as
increased interest and motivation. While the findings of this study have the potential to advise
educators and game designers regarding the incorporation of gamified approaches into language
learning, they also emphasize the need for additional research to be conducted in this sector.
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Literature Review
Video Games
Recent years have seen a major increase in interest in the use of video games as
educational tools, with researchers looking into how they might improve learning outcomes in a
number of areas, including second language (L2) acquisition. Video games offer an immersive
and dynamic learning environment that has been shown to boost student motivation and
engagement. (Gee, 2007)asserts that video games provide a sense of autonomy, a sense of
challenge, and quick feedback, all of which boost motivation and actively engage players in the
learning process. For L2 learners who might find conventional language learning techniques less
interesting, this high degree of engagement might be especially helpful.
Video games have the potential to aid in the development of language abilities in the
context of language learning. Video games offer contextualized language practice, enabling
players to use grammatical rules and vocabulary in significant and realistic contexts, according to
studies by Granic et al. (2014) and (Manero et al., 2017). Video games' interactive features also
promote the growth of thinking critically, making decisions, and solving problems all of which
are essential for learning a language.
Video games have been shown to be especially effective when it comes to enhancing
language skills. When L2 learners played a video game with a grammar theme, (Mifsud et al.,
2013) reported significant gains in both grammatical accuracy and fluency. These improvements
were attributed in large part to the game's instant feedback system and frequent exposure to
grammatical rules. This implies that a valuable platform for specialized grammar training can be
provided by video games.
The effectiveness of video games for language learning depends heavily on their design.
(Hwang et al., 2014) highlights the significance of integrating educational principles such as
specific learning objectives, scaffolding, and meaningful tasks into game design. It has been
demonstrated that games that offer adaptive difficulty levels, encourage reflection, and allow
chances for collaboration and communication improve language learning results (Mifsud et al.,
2013). However, it's crucial to take into account how well gaming-specific language skills
translate to real-world language use. While there is evidence that playing video games can help
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with grammar education, there needs to be more encouragement and support for the transfer of
gaming skills to real-world language use (Cole et al., 2023). As a result, it's essential to consider
video games as aids to language learning rather than as substitutes.
Research on video games as a language learning tool highlights its potential to help L2
students become more proficient in English grammar. Video games provide a fun and interactive
learning environment that fosters independence, drive, and skill growth. For video games to be
as educationally effective as possible, pedagogical principles must be integrated into their design.
The applicability of gaming skills to real-world language use should be the subject of future
study, along with the sustainability and long-term advantages of video game-based interventions
in language learning environments.
English Grammar
Understanding English grammar is a key component of learning a language, and it is
essential for productive communication. Numerous research has investigated numerous strategies
and methods to enhance second language (L2) learners' English grammatical abilities.
Traditional grammar training has frequently focused on mechanical drills, rule-based
explanations, and memorization. However, studies suggest that these approaches might not
necessarily result in a thorough comprehension of and application of grammatical principles
(Celce & Diane, 1999). More participatory and communicative methods of teaching grammar
have gained popularity recently, with the goal of giving students access to meaningful language
use and context.
Utilizing technology to teach grammar is one strategy that has gained popularity.
Interactive exercises, multimedia content, and quick feedback are all features of computer-
assisted language learning (CALL) programs and online resources, which offer personalized and
interesting learning opportunities to students (Egbert, 2018). The benefit of using these digital
tools is that students can practice grammar alone and at their own pace, allowing them to
customize their learning to meet their specific needs.
The incorporation of real-world language use into grammar lessons is another component
of this discipline. The use of grammar in authentic situations is emphasized in Communicative
Language Teaching (CLT), which fosters meaningful interaction and communication. Grammar
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is learned in a purposeful and practical approach by involving students in real-world
communicative tasks like debates, role-plays, and problem-solving exercises. In addition, task-
based language teaching (TBLT) has arisen as a pedagogical strategy that incorporates grammar
education into pertinent tasks and activities(Hakim, 2015; Tavakoli et al., 2019). In TBLT,
learners are given assignments that call for the usage of grammatical structures in order to
accomplish a particular communicative purpose. With the help of this method, learners can
improve their grammar knowledge while taking part in communicative activities while
maintaining a focus on form in a meaningful and realistic language context.
Furthermore, the application of form-focused education has demonstrated promise in
grammar learning. Form-focused education entails highlighting grammatical structures for
learners, as well as providing clear explanations and practice opportunities (Celce & Diane,
1999; Nassaji & Fotos, 2011). Explicit grammar instruction, error correction, or specifically
targeted grammar-focused activities can all be utilized to apply this strategy. Form-focused
training attempts to improve learners' grammatical accuracy and competency by offering them
with specific instruction and practice.
In short research on English grammar, training emphasizes the importance of a balanced
and learner-centered approach. While communicative approaches like CLT and TBLT
emphasize the meaningful use of language in real-world contexts, integrating technology, such as
CALL programs, offers interactive and personalized learning experiences. In addition, specific
explanations and focused practice can be provided through form-centered instruction. Combining
these strategies enables teachers to develop a thorough and efficient grammar instruction
framework that meets the different demands of L2 students and advances their overall language
ability.
Video Games in English Grammar
Video games as educational resources have drawn a lot of attention recently as educators
look for creative and fun ways to improve language learning experiences. With an emphasis on
second language (L2) acquisition, this research review investigates the efficacy of employing
video games in teaching and learning English grammar.
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The advantages of integrating video games into environments for language learning have
been emphasized in numerous research. Video games offer an immersive and dynamic learning
environment that can hold students' interest and encourage engagement (NamazianDost et al.,
2017). Video games provide a dynamic and interesting alternative to conventional educational
approaches since language acquisition frequently necessitates repetitive practice and interaction
with grammar principles (Cole et al., 2023; Hwang et al., 2014; NamazianDost et al., 2017;
Yildiz & Senel, 2017).
The capacity of video games to produce genuine language settings is one of its main
advantages. Many video games feature narratives, conversations, and interactive settings that
mirror real-world scenarios, giving players the chance to practice the language in relevant
contexts (Granic et al., 2014). The use of language abilities in real-world contexts is encouraged
and grammatical rules are better understood by learners as a result of this authenticity.
Instantaneous feedback is another feature of video games that is crucial for efficient
language learning. Instant feedback from their activities allows learners to rectify errors and
practice using proper grammar (Granic et al., 2014). This instant feedback encourages a deeper
comprehension of grammar ideas and aids learners' internalization of grammatical structures.
Additionally, video games frequently offer scaffolded learning experiences that get
harder as players advance. This scaffolding enables students to develop their grammar
knowledge gradually while assuring an appropriate degree of difficulty and avoiding overly
complex material. Video games can accommodate players of different skill levels and deliver
individualized learning experiences thanks to this progressive evolution (Granic et al., 2014;
Manero et al., 2017).
Researchers have also looked into the cognitive advantages of video games for learning
languages. Problem-solving, critical thinking, and decision-making are frequently required in
video games, which might improve players' cognitive abilities (Gee, 2007; Granic et al., 2014;
Whitton & Maclure, 2017). With the help of these cognitive abilities, students can examine
grammar patterns, spot mistakes, and apply grammar rules in a variety of situations (Bourgonjon,
2014; Coleman & Money, 2020).
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The use of video games in teaching English grammar is supported by a growing body of
research, however, some studies have also identified potential drawbacks. Limited technological
availability, worries about excessive screen time, and the demand for suitable game design that
fits with language learning objectives have all been brought up. These difficulties highlight the
significance of judicious incorporation of video games into language curricula as well as the
requirement for efficient pedagogical approaches to fully realize their instructional potential.
Scribblenauts Unlimited
A well-known video game called Scribblenauts Unlimited has drawn interest in the fields
of education and language learning because of its distinctive elements and ability to improve
language abilities. Scribblenauts Unlimited stands out for its interactive and immersive design,
which offers players a lively and interesting gaming experience. By calling up characters and
items by merely typing their names, the game enables players to solve puzzles and finish tasks.
With the help of this function, players are encouraged to actively interact with the language,
thereby increasing their vocabulary and solidifying their grasp of grammatical concepts.
Although there is little research on the effects of Scribblenauts Unlimited on grammatical
skills, the results point to positive consequences. The dynamic and engaging design of the game
seems to encourage involvement in grammar practice by encouraging interest and motivation.
The game's capacity to improve problem-solving abilities, deliver quick feedback, and provide
contextual language workouts also helps players' general language development.
The potential of adopting Scribblenauts Unlimited as a tool for language learning should
be further explored, it is vital to remark. Future studies might look into the long-term impact of
games on grammar learning as well as the game's scalability and applicability to a larger group
of language learners.
Methodology
This study used a qualitative research technique to investigate the efficacy of utilizing
Scribblenauts Unlimited as a tool for developing L2 learners' English grammar skills. When
participants' experiences, reasons for participating, and effects are thoroughly examined, rich and
complex insights into the phenomena under study can be gained.
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Thirty English Literature majors at Dian Nuswantoro University who were taking a basic
grammar course participated in this study. Participants from a certain course were chosen to
ensure that the study concentrated on people with comparable levels of language proficiency and
a similar educational background. This made it possible to examine the effects of playing
Scribblenauts Unlimited on their English grammatical abilities with more precision.
Two main strategies were used to obtain the data for this study: semi-structured
interviews and participant observations. Semi-structured interviews gave researchers the chance
to learn in-depth details about participants' experiences with playing Scribblenauts Unlimited,
their motivations for doing so, and how the game affected their language skills. Participants were
given free rein to share their thoughts and opinions during these conversational interviews.
Participant observations were done in addition to interviews to watch the participants as
they played Scribblenauts Unlimited. Using this technique, the researcher was able to see
firsthand how the participants engaged in the gaming and dealt with interactions and problems.
Participant views provide important insights into how the game affected players' experiences
learning grammar in real-time.
For the duration of the trial, participants played Scribblenauts Unlimited for a predefined
period of time. This amount of time was deemed adequate for allowing participants to interact
with the game and potentially feel the effects on their command of English grammar. Thematic
analysis was used to do the data analysis. To find recurring themes and patterns relating to the
experiences, motives, and impacts of the participants, the interview transcripts and field notes
were meticulously reviewed and coded. In order to allow for a thorough examination of the
results, this method entailed categorizing the data into pertinent categories and subcategories.
Despite the fact that the rich and in-depth insights into the participant experiences
provided by the qualitative methodology utilized in this study, it is vital to recognize that the
findings are context-specific and may not apply to all L2 learners or circumstances for language
learning. It would be advantageous to do additional research with larger and more varied samples
in order to improve the generalizability of the results.
Result & Discussion
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The study's findings suggest that using Scribblenauts Unlimited improved the
participants' command of English grammar. The participants demonstrated progress in their
comprehension and application of grammatical principles thanks to the game's interactive and
dynamic design. They had the chance to practice their grammar in context thanks to the
immersive gaming environment, which helped them. While playing the game, participants
demonstrated improved involvement and a readiness to practice grammar by expressing delight
and motivation.
The game's capacity to enhance players' problem-solving abilities was one noteworthy
discovery. Players had to use their critical thinking skills and creativity to solve the problems in
Scribblenauts Unlimited, which frequently involved using the right grammar. This element of the
game engaged players' ability to apply grammatical principles in various settings and encouraged
cognitive engagement. Participants were able to learn from their errors and make quick fixes
because to the game's quick feedback, which strengthened their comprehension of English
grammar.
The participants' autonomy in learning was a key theme that came out of the data. The
participants might explore and experiment with the English language at their own pace in a self-
directed learning environment. The sense of ownership and control they felt over their learning
process as a result of this autonomy had a favorable impact on their motivation and readiness to
engage in grammar practice. The game's open-ended design and flexibility to interact with
different characters and items encouraged active engagement and self-directed grammatical idea
study.
The participants also cited that the game was colorful and varied virtual world as a major
contributor to keeping their interest and level of participation in grammar exercises high. They
were intrigued by the images, which were colorful and appealing, the characters, which were
vibrant, and the inventive settings, which made learning fun. Participants were encouraged to
continue practicing their grammar because of the game's immersive environment, which sparked
their sense of excitement and adventure.
These results are consistent with earlier studies on the advantages of gamified learning in
language instruction. Video games offer a dynamic and engaging platform for language
acquisition because of its interactive and experiential nature, encouraging active participation
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and cognitive engagement. The results of this study provide credence to the idea that video
games might be useful instruments for improving language abilities, particularly in the context of
grammar instruction.
Both instructors and game creators can learn from the study's findings. To improve
grammar training and encourage active language learning, educators might use gamified learning
techniques. One such method is the use of video games like Scribblenauts Unlimited. Teachers
can create engaging and inspiring learning environments for L2 learners by including interactive
and immersive aspects in language lessons. Insights from this study can also be used by game
developers to create instructional games that are specifically targeted at achieving language
learning objectives.
Although the results of this study are encouraging, it is crucial to recognize their
limitations. The study's results might not be completely generalizable to other demographics or
educational situations because it was only done with a specific sample of English Literature
students at Dian Nuswantoro University. To confirm and build upon these findings, additional
research involving bigger and more varied samples is required. Long-term research may also
examine the viability and applicability of the learned grammar abilities outside of the context of
games.
The findings of this study show that utilizing Scribblenauts Unlimited has a good effect
on L2 learners' English grammatical skills. The players' grammar abilities and motivation are
enhanced as a result of the game's dynamic and immersive design and opportunities for
contextual language practice. These results add to the growing body of evidence that video
games are useful tools for language learning. For L2 learners, instructors and game designers can
build engaging and successful language learning experiences by utilizing the potential of
gamified learning methodologies.
Conclusion
According to the findings, using Scribblenauts Unlimited significantly improved the
participants' command of English grammar. Their grasp and application of grammatical ideas
were improved by the game's interactive and dynamic design. Video games have the ability to
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promote active participation and independent learning since the participants showed increased
engagement, motivation, and willingness to practice grammar.
The study also found a number of important themes that emerged from the data. The
players' growth was greatly aided by the game's capacity to develop problem-solving abilities,
deliver quick feedback, and offer contextual language exercises. The participants' enduring
interest and active participation in grammar drills were further aided by the visually appealing
and immersive Scribblenauts Unlimited virtual world.
In the area of language learning, these findings have significant ramifications for
educators and game designers. To develop environments that are effective and interesting for
learning languages, educators can use gamified techniques, such as playing video games. The
interactive and immersive aspects of video games can be used by teachers to improve grammar
lessons and encourage language learning through active participation.
Although the results of this study offer insightful information, it is important to recognize
several limitations. The study's generalizability to other demographics and situations may be
constrained because it was done with a specific sample of English Literature students at Dian
Nuswantoro University. Further investigation is required to examine the long-term advantages
and scalability of video game-based grammar instruction interventions because the study only
examined short-term impacts.
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