Mini-games as brief, scope-constrained, feedback-rich activities for focused L2 practice¶

Design · All designs
Evidence · no claims cited

Description¶

The article relies on the notion of mini-games, defined as gameful activities that can be completed in brief sessions, are constrained in scope, provide consistent feedback, and thus lend themselves well to focused practice. In the study, mini-games were embedded in a mystery story read in class, first in a tutorial version without time pressure or rewards and then in a full version with time pressure, rewarding, between-learner competition, and vivid CF adapted to the game fantasy.

Design Implications¶

Context¶

Requirements¶

Consistent feedback provision within the game activity

Constraints¶

Observation of learners in practice suggests that they were treating the practice tasks rather mechanically

Target Learners¶

Dutch-speaking secondary education learners of English

Learning Goals¶

English quantifiers and the double object construction

Claims¶

Examples¶

-

Key Sources¶

Cornillie, F., & Desmet, P. (2015). Design and empirical evaluation of controlled L2 practice through mini-games—moving beyond drill-and-kill?. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. http://dx.doi.org/10.14705/rpnet.2015.000325

Page metadata

Field	Value
`type`	`design`
`id`	`mini-games-for-focused-l2-practice`
`title`	`Mini-games as brief, scope-constrained, feedback-rich activities for focused L2 practice`
`description`	`The article relies on the notion of mini-games, defined as gameful activities that can be completed in brief sessions, are constrained in scope, provide consistent feedback, and thus lend themselves well to focused pr...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-03`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `cornillie-2015`

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