Anamaria Supuran

DOI Number
First page
Last page


In the last few years serious games (either digital games or board games) started to be used extensively in several developed universities due to the safe environment in which the future specialists could exercise different scenarios specific to their field of study. Teachers included them into their classes not only because serious games can provide the students with the necessary knowledge and skills for their future jobs but also because the games could also contribute to the improvement of other skills related to communication, critical thinking, problem solving, creativity and innovation that are so much requested today on the labour market.

The present study has in view the opportunity and attractiveness of introducing the serious games in the toolbox of the English teachers when introducing and practicing English for specific purposes. The study is based on the application of a questionnaire that measures the attractiveness among students to learn English for Environmental Sciences by playing a board serious game named Simplycycle. The game has been played by more than 100 students being organized in teams of five students with different levels of knowledge (beginners, intermediates and advanced).

The data provided by the questionnaires showed that the students presented a high degree of involvement while playing the game, a high interest in playing other serious games and that the tested serious game was used successfully even in multi-level teams.

Full Text:



Ahmed Awad Amin Mahmoud & Ziyad Ahmed Tanni, “Using Games to Promote Students’ Motivation towards Learning English”, in Al-Quds Open University Journal for Educational & Psychological Research & Studies - Vol. 2 - No. 5, (2014): 11-33.

Callois, R., Man, Play and Culture, New York: The Free Press of Glencoe, 1961.

de Freitas, S., Oliver, M, “How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?” in Comput. Edu. 46(3), 2006: 249–264.

Ersoz, A., “Six games for EFL/ESL classroom”, in The Internet TESL Journal, 6(6), 2000, Accessed in May 2017:

Garris, R., Ahlers, R., & Driskell, J. E., “Games, motivation, and learning: A research and practice model”, in Simulation & Gaming, 33, 2002: 441–467.

Johnson- Eilola, Toward a New Theory of Online Work, Cresskill, NJ: Hampton Press, Inc, 2005.

Konzack, L., Edutainment: leg og lær medcomputermediet. [Edutainment: Play and Learn with the Computer Media], Aalborg: Aalborg Universitetsforlag, 2003.

Kossuth, Karen C., “Suggestions for Comprehension-Based Computer-Assisted Instruction in German” in Die Unterrichspraxis 17, 1, 1984.

Lindley, C.A., “Narrative, game play, and alternative time structures for virtual environments”, in S. Göbel, U. Spierling, A. Hoffman, I. Iurgel, O. Schneider, J. Dechau & A. Feix (Eds.), Lecture Notes in Computer Science: Vol. 3105. Technologies for Interactive Digital Storytelling and Entertainment Heidelberg: Springer Berlin, 2004: 183-194.

Marsh, T., “Serious Games Continuum: Between games for purpose and experiential environments for purpose” in Entertainment Computing 2(2), 2001: 61–68.

Marsh T. and Costello B., “Experience in Serious Games: Between Positive and Serious Experience”, M. Ma et al. (Eds.) in SGDA, LNCS 7528, 2012: 255–267.

Michael, D., Chen, S., “Serious Games: Games that Educate, Train, and Inform”, in Thomson Course Technology PTR, USA, 2006.

Peterson, M., “Computerized games and simulations in computer-assisted language learning: A meta -analysis of research”, in Simulation & Gaming, 41(1), 2010: 72–93.

Pomerantz, A. & Bell, N., “Learning to play, playing to learn: FL learners as multicompetent language users”, in Applied Linguistics 28(4), 2007: 556–578.

Prensky, M., “Fun, play and games: what makes games engaging”, in Digital Game-Based Learning, McGraw-Hill, 2001.

Prensky, M., Digital Game-Based Learning, New York: McGraw-Hill, 2001.

Ratan Rabindra & Ritterfeld Ute, “Classifying Serious Games” in Serious Games: Mechanisms and Effects, edited by Ute Ritterfeld, Michael Cody, Peter Vorderer, Routledge Taylor and Francis Group, New York, 2009.

Rieber, L.P., “Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games”, in Educ. Technol. Res. Dev. 44 (2), 1996: 43–58.

Godwin-Jones, Robert, “Games in Language Learning: Opportunities and Challenges” in Language Learning & Technology, 18, (2), 2014: 9-12, Accessed in May 2017

Schuna, Carly, The Advantages of Learning Games for Kids, Live Strong, 2010, Accessed in May 2017,

Sørensen, B.H., Meyer, B., “Serious games in language learning and teaching – a theoretical perspective”, in Proceedings of the 3rd International Conference of the Digital Games Research Association, 2007: 559–566.

van Eck, R., “Digital game-based learning: It’s not just the digital natives who are restless”, in Educause Rev. 41(2), 2006: 16–30.

Vogel, J. J., Vogel, D.S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M., “Computer gaming and interactive simulations for learning: A meta-analysis”, in Journal of Educational Computing Research, 34, 2006: 229–243.

Zheng, D., Newgarden, K. & Young, M., “Multimodal analysis of language learning in World of Warcraft play: Languaging as values-realizing”, in ReCALL 24(3), 2012: 339–360.

Zyda, M., “From visual simulation to virtual reality to games”, in IEEE Computer, 2005, Accessed in May 2017 at


  • There are currently no refbacks.

ISSN 2334-9182 (Print)

ISSN 2334-9212 (Online)


University of Niš

Univerzitetski trg 2, 18000 Niš, Serbia
Phone:    +381 18 257 095
Telefax:  +381 18 257 950

© 2013 by University of Niš, Serbia