A New Serious Game (e-SoundWay) for Learning English Phonetics

  1. Lago-Ferreiro, Alfonso 2
  2. Gómez-González, María Ángeles 3
  3. López-Ardao, José Carlos 1
  1. 1 atlanTTic Research Center for Telecommunications Technology, Universidad de Vigo, 36310 Vigo, Spain
  2. 2 Department of Electronic Technology, Universidad de Vigo, 36310 Vigo, Spain
  3. 3 Department of English and German Philology, Universidad de Santiago de Compostela, 15782 Santiago de Compostela, Spain
Mostrar afiliacións +
Revista:
Multimodal Technologies and Interaction

ISSN: 2414-4088

Ano de publicación: 2025

Volume: 9

Número: 6

Páxinas: 54

Tipo: Artigo

DOI: 10.3390/MTI9060054 GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Multimodal Technologies and Interaction

Resumo

This paper presents the design and evaluation of e-SoundWay, a cross-platform serious game developed to improve English phonetic competence through a multimodal and narrative-driven approach. While the platform is specifically tailored to meet the needs of Spanish-speaking learners, it is adaptable for a wider range of English as a Foreign Language (EFL) users. e-SoundWay offers over 600 interactive multimedia minigames that target three core competencies: perception, production, and transcription. Learners progress along a gamified version of the Camino de Santiago, interacting with characters representing diverse English accents. A mixed-methods evaluation combining pre- and post-tests with a user experience questionnaire revealed statistically significant improvements across all domains, particularly in perception. Reduced post-test variability indicated more equitable learning outcomes. User satisfaction was high, with 64% of participants reporting satisfaction with their phonetic progress and 91% stating they would recommend the platform. These findings highlight the educational effectiveness, accessibility, and motivational value of e-SoundWay, reinforcing the role of serious games and multimodal technologies in delivering inclusive and engaging pronunciation instruction.

€ Ver financiamento

Información de financiamento

Financiadores

Referencias bibliográficas

  • Language Policy Programme Education Policy Division, Education Department, Council Europe (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment—Companion, Editorial Council of Europe Publishing.
  • Camacho Marti, M., Estévez-González, V., Esteve Mon, F.M., Gisbert Cervera, M.M., and Lázaro Cantabrana, J.L. (2025, June 03). Capítulo XIV. Indicadores de Calidad para el uso de las TIC en los Centros Educativos. Compartir Aprendizaje. Editorial Universitat Rovira i Virgili, Tarragona, Sapin. Available online: https://hdl.handle.net/20.500.11797/imarina9149374.
  • Salinas, J. (2025, May 12). Innovación Educativa y Uso de las TIC. Editorial Universidad Internacional de Andalucía, Andalucía, Spain, 2008-09, 15–30. Available online: http://hdl.handle.net/10334/136.
  • Clark, R.C., and Mayer, R.E. (2011). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Pfeiffer. [3rd ed.].
  • Jordan, A., Carlile, O., and Stack, A. (2008). Approaches to Learning: A Guide for Teachers, McGraw Hill Education.
  • Derwing, T.M., and Munro, M.J. (2015). Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research. Language Learning & language Teaching, John Benjamin Publishing Company.
  • Levy, (2007), Lang. Learn. Lang. Teach., 11, pp. 104
  • Hou, (2021), System, 100, pp. 102568, 10.1016/j.system.2021.102568
  • Lago Ferreiro, A., Gómez González, M.Á., Fragueiro Agrelo, Á., and Llamas Nistal, M. (July, January 29). Mulit-platform application for learning English phonetics: Serious Game. Proceedings of the XV Technologies Applied to Electronics Teaching Conference, Teruel, Spain.
  • O’Malley, C., Vavoula, G.N., Glew, J.P., Taylor, J., Sharples, M., Lefrere, P., Lonsdale, P., Naismith, L., and Waycott, J. (2024, December 01). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. Mobilearn Project Deliverable. Available online: https://www.researchgate.net/publication/280851673_Guidelines_for_learningteachingtutoring_in_a_mobile_environment.
  • Hwang, (2014), Comput. Assist. Lang. Learn., 27, pp. 359, 10.1080/09588221.2012.733711
  • Hwang, (2013), Comput. Assist. Lang. Learn., 26, pp. 101, 10.1080/09588221.2011.639783
  • Wang, (2017), Interact. Learn. Environ., 25, pp. 397, 10.1080/10494820.2015.1131170
  • Wrigglesworth, (2019), Comput. Assist. Lang. Learn., 33, pp. 413, 10.1080/09588221.2019.1569067
  • Burston, (2015), ReCALL, 27, pp. 4, 10.1017/S0958344014000159
  • Chen, (2019), Comput. Assist. Lang. Learn., 32, pp. 237, 10.1080/09588221.2018.1485708
  • Dehghan, (2017), CALL-EJ, 18, pp. 1
  • Elekaei, (2019), CALL-EJ, 20, pp. 1
  • Gómez González, M.Á., and Sánchez Roura, T. (2016). English Pronunciation for Speakers of Spanish: From Theory to Practice, Editorial De Gruyter Mouton.
  • (2024), Lang. Learn. Lang. Teach., 28, pp. 1
  • (2024), Comput. Educ. Open, 7, pp. 100214, 10.1016/j.caeo.2024.100214
  • Hardisty, D., and Windeatt, S. (1989). Computer-Assisted Language Learning, Oxford University Press.
  • (2016), CALL-EJ, 17, pp. 43
  • (2021), RELC J., 52, pp. 189, 10.1177/0033688220977406
  • Colferai, (2015), J. Educ. Online, 12, pp. 62
  • Stracke, (2007), ReCALL, 19, pp. 57, 10.1017/S0958344007000511
  • Vaz de Carvalho, C., and Coelho, A. (2022). Game-Based Learning, Gamification in Education and Serious Games. Computers, 11.
  • Ko, (2019), Comput. Assist. Lang. Learn., 32, pp. 920, 10.1080/09588221.2018.1541360
  • (2017), Comput. Assist. Lang. Learn., 30, pp. 631, 10.1080/09588221.2017.1340309
  • Sun, (2017), Comput. Assist. Lang. Learn., 30, pp. 304, 10.1080/09588221.2017.1308384
  • Maskeliünas, R., Kulikajevas, A., Blažauskas, T., Damaševičius, R., and Swacha, J. (2020). An Interactive Serious Mobile Game for Supporting the Learning of Programming in JavaScript in the Context of Eco-Friendly City Management. Computers, 9.
  • Girard, (2013), J. Comput. Assist. Learn., 29, pp. 207, 10.1111/j.1365-2729.2012.00489.x
  • Subhash, (2018), Comput. Hum. Behav., 87, pp. 192, 10.1016/j.chb.2018.05.028
  • Davis, (2018), J. Comput. Assist. Learn., 34, pp. 492, 10.1111/jcal.12254
  • Silveira, (2020), Int. J. Emerg. Technol. Learn., 15, pp. 156, 10.3991/ijet.v15i09.12437
  • (2024, January 05). Unity User Manual 2023.1. Available online: https://docs.unity3d.com/2023.1/Documentation/Manual/UnityManual.html.
  • (2024, January 05). Recognissimo Documentation. Available online: https://bluezzzy.github.io/recognissimo-docs/.
  • Allen, M.L., Hartley, C., and Cain, K. (2015). Do iPads promote symbolic understanding and word learning in children with autism?. Front. Psychol., 6.
  • Lems, (2018), Engl. Teach. Forum, 56, pp. 14
  • Peterson, M., and Jabbari, N. (2023). Digital Games in Language Learning: Case Studies and Applications, Routledge Taylor & Francis Group.
  • Strange, W., and Shafer, V.L. (2008). Speech perception in second language learners: The re-education of selective perception. Phonology and Second Language Acquisition, John Benjamins Publishing Company.
  • Bradlow, (1997), Percept. Psychophys., 59, pp. 87
  • Lengeris, (2010), J. Acoust. Soc. Am., 128, pp. 3757, 10.1121/1.3506351
  • Jenkins, (2005), Lang. Teach., 38, pp. 1, 10.1017/S026144480500251X
  • Munro, (2006), System, 34, pp. 520, 10.1016/j.system.2006.09.004
  • Wang, (2004), System, 32, pp. 539, 10.1016/j.system.2004.09.011
  • Lively, (1993), J. Acoust. Soc. Am., 94, pp. 1242, 10.1121/1.408177
  • Pardo, (2006), J. Acoust. Soc. Am., 119, pp. 2382, 10.1121/1.2178720