@article{nokey,

title = {Affordances for In-Game Interaction and Language Learning Through Children's Collaborative Play in Minecraft},

author = {Matilda Ståhl and Katri Hansell and Sandra Bäck and Mattias Wingren},

url = {https://www.igi-global.com/gateway/article/370559},

doi = {10.4018/IJGBL.370559},

issn = {2155-6857 },

year  = {2025},

date = {2025-03-05},

journal = {International journal of game-based learning},

volume = {15},

issue = {1},

abstract = {Playing video games engages children and youth and offers a potential for learning in general and situated language learning in particular. The aim of this paper is to explore the situated conditions and affordances for facilitating in-game interaction, as well as to discuss the language learning potential and educational implications of these conditions. In this paper, this is discussed through two datasets: a) a pre-study, a survey among students in grades 4–7 (n = 65), as well as b) playtests with child volunteers (n = 6), conducted in pairs in a laboratory setting. The results are discussed in relation to interactional practices, what game genres and mechanics are relevant to tandem language learning and the implications that in-game competence might have on such learning.},

keywords = {Children's play, Children's play, Game-based learning, Minecraft, Natural language processing},

pubstate = {published},

tppubtype = {article}

}