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ScienceDirect
Procedia - Social and Behavioral Sciences 199 (2015) 50 – 56

GlobELT: An International Conference on Teaching and Learning English as an Additional

Language, Antalya - Turkey

An online strategy game for the classroom

Sarp Erkira*
a
American University of the Middle East

Abstract

The importance of Computer-assisted language learning can never be over-estimated. However, our knowledge about the specific
ways in which computers shape individuals’ learning experience is very limited. Although we know very little on this specific
interaction, one thing is now clear to us: computer assisted language instruction does increase the motivation of the learners. The
aim of this presentation is to suggest ways of turning an online strategy game to an instructional tool that may hold learners’
attention, help motivate them, and offer them an authentic context to use the language. The paper will first look at the relation
between games, learning, and teaching; then show what the game is, how it is set-up and used in the classroom setting; and
finally conclude by analyzing the role technology plays in motivating learners. In doing so, the paper shows how online strategy
games can be a valuable instructional tool that can be used in communicative language teaching contexts.

© 2015
© 2015 The
The Authors.
Authors. Published
PublishedbybyElsevier
ElsevierLtd.
Ltd.This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Hacettepe Universitesi.
Peer-review under responsibility of Hacettepe Üniversitesi.
Keywords: online; game; communicative approach; gabe-based learning; technology; game features

1. Introduction

The importance of Computer-assisted language learning cannot be overestimated. Yet, we know very little about
the specific ways in which learners interact with computers or computers shape individuals’ learning experiences.
Therefore, a lot more studies that focus on this interaction have to be carried out. This paper focuses on an online
game and suggests ways to turn a game to an instructional tool that may hold learners’ attention, help motivate
them, offer them an authentic context to use the language and thus benefit their learning.

* Corresponding author.
E-mail address: sarp.erkir@aum.edu.kw

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Hacettepe Üniversitesi.
doi:10.1016/j.sbspro.2015.07.486
 Sarp Erkir / Procedia - Social and Behavioral Sciences 199 (2015) 50 – 56 51

It is worth noting that this game is not developed for instructional purposes. This is an authentic game, which is
very enjoyable to play. It must also be noted this games is not used to teach any specific language point. Rather, this
paper suggests that this is a very generic game that can be integrated into the practice stage of whatever has been
introduced previously. Therefore, if the reader is looking for an online game that can be used in the classroom to
practice any of the four skills or any grammar point, he or she can benefit from this paper, which will first look at
what a game is; and analyze the relation between games, learning, and teaching; and focus on the role online
technology plays in motivating learners. After the theoretical background, an online game will be described, and the
paper will conclude with remarks on why integrating online gaming to current teaching practices is congruent with
modern approaches to language teaching. Due to space limitations, this paper does not dwell on specific ways in
which this game can be used to teach certain grammar points. Teaching of not only grammar but also of receptive
and productive language skills will be dealt within a separate paper.

1.1. What is in a game?

A game, first and foremost, is an enjoyable activity towards a specific goal such as entertainment. Most of the
time, a game is based on physical or intellectual skill, intelligence, attention, or chance; and governed by a set of
rules. An analysis of different definitions of games reveals two common features of games: a set of rules and a
pursuit of joy.
These are not the only reasons why people play games. They do so to spend their energy; to socialize; and
indirectly to practice skills which they will need in the future. The idea that games offer a venue to practice skills
which will be needed in the future has pedagogical implications. In other words, games provide learners with a
relaxed and enjoyable setting that adds variety to the learning situations.
As can be seen above, games have many different features to be taken into consideration when one tries come up
with a comprehensive definition of what constitutes a game. The most comprehensive definition was offered by
Hays (2005:15) as “an artificially constructed, competitive activity with a specific goal, a set of rules and constraints
that is located in a specific context.”

1.2. Game-based learning

Historically, there have been numerous philosophers, educators and researchers who highlighted the important
role played by games in the development of children and who, therefore, advocated the use of games in educational
settings. This line of thinking can be dated as early as Plato (427-347 BC) and his student Aristotle who argues that
the child has to be kept busy with games and stories until the age of five (Pehlivan, 2005). Similar arguments were
later presented by ancient Roman philosophers such as Cicero (106 - 43 BC) and Quintilianus (35 - 96 AD).
Renaissance and Enlightenment philosophers such as Amos ComenÕus (1592-1671), John Locke (1632-1704) and
F. Schiller (1770-1835) are also among the names who pointed out the games were of paramount significance in
children’s development (Sevinc, 2004). Games were increasingly associated with humans’ desire for freedom, to
movement, and competition while being seen as a tool to disciple children (2004).
As reported by Dagbasi (2007), when Dr Montessori set up a school in Rome in 1906, she wanted to translate her
educational principles into life. Her initial goal was to create an appropriate setting for children, a setting in which
games served as way of active involvement for children because, for her, games were the occupation of a child,
through which the child would learn.
These are just a few examples to highlight the fact that games - regardless time and culture - have always
attracted the attention of people who wanted to have a say in the future of their societies. Nevertheless, there has
been a prevailing assumption to associate games with children than with students. Therefore, it is a good idea to
focus also on the characteristics of educational games.

1.3. Some Characteristics of Educational Games

Educational games can be defined as activities that reinforce the knowledge that has been previously acquired.
They also lend themselves to revision of already acquired information. When used properly, educational games help
52 Sarp Erkir / Procedia - Social and Behavioral Sciences 199 (2015) 50 – 56

the learning process immensely. Pehlivan (2005) lists some of benefits of educational games as follows: These
games
x involve open-ended learning as opposed to leading them straight to a correct answer;
x produce ideas as opposed to memorizing some chunks of information;
x provide complex experiences;
x get students to learn actively by exchanging ideas, making assumptions, and passing judgments;
x require students to work cooperatively in groups with the focus being on collaboration rather than individual
competition; and
x give learners autonomy over the learning process
Having said all of these, it is worth noting that educational games are not immune to any shortcomings. Isilak and
Durmus (2004), list the limitations of games as follows:
x it is not an easy task that fits in all lesson plans;
x it takes time to develop educational games;
x it is up to the learner to take active part in a game, which can easily be dominated by stronger students; and
x it may be of little value unless the link with the learning outcomes are clearly established.
That said, the basic challenge here is to be able make informed decisions so that the instructors can harvest these
advantages while mitigating the pitfalls mentioned above. Therefore, it is hoped that the following section can guide
the reader in his or her endeavor to choose the games that are fit for the purpose.

1.4. Games that support learning

Now that we have highlighted the relation between instructional games, learning and motivation, we should
perhaps say a few words on game features that actually support learning. In other words, we should be able to
identify which games engage learners to achieve the desired outcomes. Although there still is no clear recipe for
game features that are both attractive and effective, Garris et al (446-451) developed a comprehensive list of
features:
x Fantasy: using fantasy, or one’s imagination of a physical and social world that is not real, can enhance learners’
motivation and learning.
x Rules and goals: clearly laid out rules and goals enhance players’ performance because they make it possible for
learners to see the discrepancy between their current performance and the target performance, which is a trigger
for greater attention and motivation for success.
x Sensory stimuli: visual and auditory stimuli, such as sound effects and attractive animated graphics, are attention-
getters for learners.
x Challenge: an optimal level of difficulty -- namely, not too easy but not too difficult -- can enhance learners’
motivation. Goals should be progressively more difficult, while having a degree of uncertainty, in order to
enhance learners’ motivation.
x Mystery: mystery features -- such as information discrepancies, novelty, complexity, and unexpected events --
evoke curiosity in players. Curiosity, in turn, is a key motivator; it emerges when learners can perceive
discrepancies between existing knowledge and new information.
x Control: control refers to the extent to which learners have the ability to choose strategies and make decisions on
actions that lead to outcomes.
Wilson, Bedwell, Lazzara, Salas, Burke, Estock, Orvis, and Conkey (2009) suggest two more features:
x Representation: the opposite of fantasy, representation refers to the similarity between a game and the reality that
the game is meant to characterize. In a language-learning context, for example, one can increase the
representation of a game by recreating a situation in which learners would use the target language in real life.
x Assessment: assessment tells learners how well they perform, including providing them with feedback and
showing them tracking and performance records.
Lastly, Procci, Bohnsack, and Bowers (2011) point out that two features of games show gender differences
among young learners. Male students, in particular, have a propensity for games involving competition among
multiple players.
 Sarp Erkir / Procedia - Social and Behavioral Sciences 199 (2015) 50 – 56 53

x Speed and action: games that require speedy eye-hand coordination or in which reaction time is a key component.
x Multiple players: games that involve multiple players or competitors, who can serve to motivate student players.
Diplomacy, it is argued in this paper, is one such game that encompasses most of these features, if not all.

1.5. The role of games in teaching English as a foreign language

The basic premise here is that learners, when playing games, are more actively involved. If we know how to
integrate games with learning objectives, we can maximize the benefits of incorporating games into the classroom,
which, otherwise, would end up being mere fun activities. The point that games are not mere tools to fill up free
time, but are rather valuable instructional tools cannot be overemphasized (www.gamejournal.org). In this regard,
instructors must make sure to choose the game appropriate for the age group. They should also make sure that the
rules of the game selected must allow participation by all with a certain objective. It is imperative that instructors
select a game which is generic enough to match different levels of ability. Most importantly, mistakes in a game
should never discourage learners.
Another important advantage that games bring along has to do with authentic language use. Using games in the
classroom make the meaningful use of target language a necessity. Through games, learners are motivated to
negotiate meaning, which is otherwise a big challenge in the classroom where learners could be a bit resistant to take
the extra mile to practice the input. Therefore, it is worthwhile to look into the motivational power of games.

1.6. Games as motivational tools

Motivation is a form establishing a link between the learner and the topic to be learned on a psychological level.
Any learning activity bereft of this link is doomed to fail. A tested way of achieving this link is to use educational
games. In the simplest sense, games arouse curiosity thus helping learners to be motivated for the lesson. Having
higher levels of motivation means that learners feel a need to learn with a purpose, which paves the way for
increased retention and recall (Senemoglu, 2004: 384).

1.7. Foreign language instruction and technology

Today, it is no secret that we do not see education and the role of the teacher as it was seen before. Traditionally,
the teacher would explain and exemplify as the source of knowledge. This has changed long before. And this change
was partially facilitated by technology. Teachers have been galvanized into action when they realized the increased
access to wifi services and smart devices (Kukulska-Hulme, 2009:157).
Historically, teacher trainers have been facing the question if, one day, technological devices will ever substitute
teachers. Today, we know for a fact that while technology on its own can never replace teachers, teachers who
incorporate technology will definitely replace those who don’t. Faced with this challenge, teachers are inquiring into
alternative ways and strategies to best utilize the technology in the classroom (Sardoneve Devlin-Scherer, 2009:48).
And this is also true for teachers of foreign language. Technology is presenting teachers and students with a myriad
of ways to practice language in independent and cooperative ways (Butler-Pascoe ve Ellen, 1997).
Technology in the classroom includes both hardware such as personal computers, laptop, tablets and projectors;
and software such as computer games, web based programs, and instructional tools. Web 2.0 technologies are also
included among these tools. As emphasized by Sykes, Oskoz and Thorne (2008:530), networking applications such
as Facebook, Twitter, Google+ add a social dimension to the integration of technology as if giving soul to an,
otherwise, inanimate tool. YouTube, DailyMotion and similar video sharing sites are equally important online tools
that allow students to share videos via their own accounts.
Of these instructional tools of technology, blogs - a combination of the words web and log - are becoming more
and more widespread as individualized newspapers written by the learners themselves. Language learners can
follow any blog of their choice, join conversations or debates, maintain meaningful communication with others.
All in all, it is now an established fact that, students using computer assisted learning materials, in any of the
above listed forms of technology, continue to study for extended periods of time and learner in shorter periods of
54 Sarp Erkir / Procedia - Social and Behavioral Sciences 199 (2015) 50 – 56

time (Cangil, 1999). Again, it is argued in this paper that Diplomacy is a game that allows teachers to embed
instruction into an online game.

2. How to play Diplomacy

Diplomacy is easy to learn. And the following is a summary of the rules of the game. A detailed explanation of
the rules can be found at the game site (www.playdiplomacy.com). The rules of the game are so intuitive that
anyone can pick them up just by playing. Basically, the game is the online version of the famous board game called
The Risk.
The objective of the game is to be the first person who has 18 supply centers. Then comes the question: What is a
supply center? A supply center is a territory marked with a star on the map. Each of these centers provides a military
unit for its owner. As a player gets to occupy a new supply center, he or she gets a new unit. When the player loses
the star on the map - the territory marked by a dot - he or she will lose a unit as the center is occupied and owned by
someone else.
To give orders to your units, first you have to click and choose the unit and then choose the command type. There
are four types of commands, which are move, support, convoy, and hold. When you want to move a unit from one
territory to another, you then have to click the destination point on the map. Of course, a unit cannot move anywhere
of your desire on the map. It can only move to a neighboring. In other words, it can only move to a nearby country
that is adjacent to the point of departure. Each unit can perform only one move per turn. At the beginning of the
game, players agree on a time span and when the deadline expires, all the moves in a round for all players are
processed at the same time by the server. Orders are further discussed at www.playdiplomacy.com.
So, how do I defeat another unit when it occupies a territory I want to move to? When it comes to strength, or
who will beat its opponent, all units are equally strong. Put differently, to move into an opponent's territory on the
map, you must outnumber your opponent. In order to do so, you do need support. Supporting is simple: you order of
your nearby units to attack, and use another adjacent unit to support the attack to the same territory. We can also
provide defensive support on a territory of yours; yet again, the supporting unit has to be adjacent to the territory
that you believe will be attacked. As for the mechanics of it, all it takes is to click and choose the unit which you
want to give support with, and then click the area that your attacking unit is coming from, and lastly click the area
which you want your attacking unit to move to. And now your attack is supported unit into the target area.
There are three stages in the game which are Order, Retreat, and Build. In the order phase, based on your
strategy, you give your orders. You obviously give orders to your units in order to capture new supply centers. You
may have to retreat any units which were attacked. In the retreat stage, you are told to retreat those unit that are
forced to withdraw. When you possess fewer supply centers than units, you will have to destroy your units. If you
are in possession of more supply centers than units, then you can place your new units at this stage. These stages do
not come one after the other. What happens in reality is that for every 2 order stages, you get 1 Build stage. As
mentioned above, in the event that you lose any of your supply centers, you end up having more units than supply
centers, which means that you will have to choose which unit or units to destroy. To learn more about the
chronology in the game, see the discussions at www.playdiplomacy.com.
A unit is a generic term used to mean either an army or a fleet. An army, needless to say, can only move on land,
while a fleet can only move in the sea, and in coastal territories, which are land areas with a coast. A fleet can be
used to convoy an army across sea territories using the convoy move - the last of the four types of orders.
One important detail is that you have to give separate orders to each unit. Unless a unit receives an order before
the deadline expires, it will hold. Similarly, when you order hold, the unit will defend if its territory is attacked, and
do nothing if not attacked. In a nutshell, you have to strategically choose your orders. One would presume that
‘move’ is the most important order. As a matter of fact, ‘support’ is the most strategic order. When you order move,
the fleet or the army will try to move into an adjacent territory. This is attacking. But bear in mind the fact that the
game is not named War or Battle. On the contrary, the game is called Diplomacy, hence the importance of support.
At the beginning of the game, players start with more or less an equal number of units, which are equally strong.
Through support, you must join forces of multiple units to invade other territories. Again, for a detailed discussion
 Sarp Erkir / Procedia - Social and Behavioral Sciences 199 (2015) 50 – 56 55

ofthe game rules, one must visit the game site (www.playdiplomacy.com). Video explanations can also be found on
the web site.

3. Concluding remarks

At the turn of last century, our understanding of language teaching and learning has witnessed a dramatic shift.
As pointed out by Richards (2006:4), now we believe that language learning takes place when there is
x Interaction between the learner and users of the language
x Collaborative creation of meaning
x Meaningful and purposeful interaction through language
x Negotiation of meaning as the learner and his or her interlocutor arrive at understanding
x Feedback to learners upon language use
x Attention to the language one hears (the input) and attempt to incorporate new forms into one’s developing
communicative competence
x Experimentation with different ways of saying things
Therefore, as teachers of language, our role has been redefined as developing the learners’ communicative
competence. In order to do that, we need to provide our learners with tools that would allow them with ample
opportunities to use the language with a purpose. They also need an idea of the setting in which they will use the
language. They need to have their roles in the purposeful communication setting. Besides, learners need to be given
the event in which they will practice. Learners should also be given a function. In other words, they should be able
to do something through the language. They must have an awareness of the notions or concepts involved; There are
skills involved in the process of creating the discourse. We can also add grammatical and lexical content to this
extensive list. (Van Ek & Alexander, 1980) It is argued here that via this online game, an instructor can meet these
conditions of communicative language teaching. The learners will be roleplaying as stipulated by the game. The
learners in the classroom will be acting as diplomats, thus using the language for international relations purposes.
They will be using the language in the setting of a diplomatic roundtable. Their roles will be leaders of a country on
the game map. The event will be engaging in negotiations and treaties, and perhaps strategizing. It would be more of
a formal communicative event whereby learners would be making suggestions, or making promises as language
functions. They would be become increasingly familiar with the notions of history, mutual relations and building
trust. In the meantime, all of these would be taking place within a persuasive discourse. Needless to say, they will be
introduced to many lexical items revolving area the theme of the game and they will have ample opportunities to
practice whatever grammar input they may have received.
As pointed out by Richards “there is no single or agreed upon set of practices that characterize current
communicative language teaching.” (2006: 22). Good practices of CLT reflect a set of principles that can be utilized
in various ways depending on the needs of the learners and the objectives of the teaching context. These principles
are listed below (2006: 22):
x Second language learning is facilitated when learners are engaged in interaction and meaningful communication.
x Effective classroom learning tasks and exercises provide opportunities for students to negotiate meaning, expand
their language resources, notice how language is used, and take part in meaningful interpersonal exchange.
x Meaningful communication results from students processing content that is relevant, purposeful, interesting, and
engaging.
x Communication is a holistic process that often calls upon the use of several language skills or modalities.
x Language learning is facilitated both by activities that involve inductive or discovery learning of underlying rules
of language use and organization, as well as by those involving language analysis and reflection.
x Language learning is a gradual process that involves creative use of language, and trial and error. Although errors
are a normal product of learning, the ultimate goal of learning is to be able to use the new language both
accurately and fluently.
x Learners develop their own routes to language learning, progress at different rates, and have different needs and
motivations for language learning.
x Successful language learning involves the use of effective learning and communication strategies.
56 Sarp Erkir / Procedia - Social and Behavioral Sciences 199 (2015) 50 – 56

x The role of the teacher in the language classroom is that of a facilitator, who creates a classroom climate
conducive to language learning and provides opportunities for students to use and practice the language and to
reflect on language use and language learning.
x The classroom is a community where learners learn through collaboration and sharing.
Arguably, incorporating an online game into our regular teaching practices can allow us to reflect the principles
of CLT. Thanks to its motivating power, the game mentioned in this paper would help learners engage in
meaningful communication. The game would provide opportunities to observe language and take part in exchange
of language in a purposeful way. The game would act as a jumping board not only for the use of various language
skills but also for reflecting and analysis of the language being used. The game would definitely trigger the creative
use the language while allowing different learners to produce language at their own pace. At the end of the day, the
classroom should be a place for collaboration. Therefore, when our aim is to create an environment conducive to
language learning, online strategy games can be very easily used as an ecosystem where the learners use and
practice the language. And this paper proposes that play Diplomacy is an online strategy game which has the good
features of instructional games; teaches how to play this game; and concludes by proving how using this game can
indeed be considered as a good practice of communicative language teaching.

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