The mission statement and submission guidelines show the direction that LLP takes on teaching literacies with games and play. However, as a quick (and tongue in cheek) take on what kind of abstracts we are not looking for, please check the following fictitious proposals.
Abstract 1: Experimental vaporware.
The language learning concept of XXXX is important. Students can practice XXXX in some games, like in game AAAA. I ran an experiment that showed that students could practice XXXX in game AAAA but could not with material BBBB. I think that teachers should use games like AAAA in their classes in order for students to acquire XXXX. I have a few suggestions about teaching.
Abstract 2: How to use games in the classroom (maybe?).
Game AAAA (or game genre BBBB, or game technology CCCC) has features like XXXX and YYYY which language learners need to practice. In this paper, I will pontificate about the affordances of the medium for teaching XXXXX (having not actually taught XXXXX with this medium myself).
Abstract 3: Gotta learn ‘em all: An app for language learning
We implemented the use of XXXXX digital application into our classroom to improve engagement in learning tasks. The app is a fun, game-like activity which pits students against each other to answer questions quicker than their opponents.
Abstract 4: Student perceptions. Only.
In this paper, we curated a game library featuring 100 carefully selected video and board games. A seven-week pedagogical intervention was created in which students learnt, played, and analysed their gameplay sessions. Data were collected at the end of the seven-week intervention via a questionnaire which featured open and closed questions to evaluate the degree to which students accepted this game as a teaching tool.
Abstract 5: Vocabulary acquisition from gaming at home
In this paper, we interviewed 135 French secondary school students about their extramural gameplay habits and how that affected their L2 vocabulary knowledge.
Abstract 6: Language Quest: On a mission to get badges
Using our Customizable Rewards For Participation System (CR4PSTM) we completely reversed the way grading works in our context. The aim was to increase student engagement in learning tasks. Results of a survey revealed that student perceptions of the addition of points, badges and leaderboards were mixed.