While the educational benefits of gaming on language are increasingly recognized, the precise effects of gaming as a function of important factors such as gender and game genre as well as potential nonlinear effects remain unclear.
Methods
High school students’ (N = 125, ages 16-18), gaming habits, English L2 achievement and self-concepts were measured and modelled using path analysis.
Results
Gender differences were observed. The linear positive effects of gaming were stronger for females than for males, suggesting that gaming frequency increases female English L2 achievement in an equally incremental manner. However, convex nonlinear effects were stronger for males than females, suggesting a threshold effect model where much higher gaming frequencies are needed to positively impact male English L2 achievement. Game genre was not detected as moderator of linear or nonlinear effects.
Conclusion
The findings challenge prevailing negative stereotypes about gaming’s societal value and highlight its potential as a supplementary language-learning tool with implications for leveraging gaming in gender-inclusive ways.
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