Future+Directions

Where is gaming in language learning and teaching headed? Some speculate about courses and programs that rely solely on the use of computer technology and gaming for credit. There are already many language programs that are solely computer or technology based, including language games created specifically to be used on Nintendo DS (e.g., My Spanish Coach, Mind your language etc.), language activities for i-tunes (e.g., Spanish 24/7 Tutor etc.) and the well-known Rosetta Stone software. Rosetta Stone, for example, is made-up of game-like simulations and quizzes to provide interactive learning structures, some versions containing speech recognition software that correct mispronounced words. This software was adopted for use by the U.S. Military in 2007, and then by the [|U.S. Department of State] as a companion to their in-class and distance learning language programs. Moreover, [|James Madison University] began using Rosetta Stone Version 4 TOTALe, beginning in April 2011, as a complete 16-week Spanish course for normal course credit (Wikipedia, Rosetta Stone Software).

Programs and apps for mobile devices are also being widely adopted for language learning. These trends are leading to language learning opportunities for anyone; simultaneously allowing for quicker and more efficient learning practice and methodologies. Gamification has been described as "a way to introduce gaming elements to our everyday lives" ( Hokkanen). For example, one study involved university ESL students who received emails with vocabulary activities on their phones three times a day. Checking and using their phone is something they do regularly, and the activities were therefore very easy to implement in their daily lives. Those students learned twice the amount of vocabulary as those who studied on the internet, and their scores nearly doubled those of students using paper-based exercises (Thornton and Hauser, 2005). 'Gamifying' daily activities with educational content outside of the classroom allows for increased repetition and more opportunities to absorb content in various contexts. Considering the advantage that these students had over the others, and seeing as how most people do use game-capable technology throughout each day of their lives, it is exciting to imagine the possibilities that lie ahead as gaming for learning continues to flourish.

Perhaps just as young generations seem to automatically know how to use technology when it is simply handed to them, they will also seem to automatically be learning while using their technology, due to academic content-based games. Considering the evolving gamification applied in language learning and teaching, the answer to the hopeful phrase: "I wish I could speak another language", could soon be as executable as the answer to the phrase: "I wish I could cook". Using gaming to learn and teach language will be a readily accessible and common tool for all to take advantage of.