Jonathan deHaan
About
Associate Professor, University of Shizuoka || Teacher-researcher of the "Game Terakoya" Pedagogy of Multiliteracies curriculum || Ludic Language Pedagogy discord-community-journal member at large||Sessions
Presentation Running a Game-Based Teaching/Research Engine in the Red: Failing, Prevailing, and Downshifting in DGBLLT more
Sun, Jun 14, 14:35-Mon, Jun 1, 15:00 Asia/Tokyo
This presentation examines what happens when a game-integrated Pedagogy of Multiliteracies project prevails in terms of learning and research outcomes, but fails as sustainable practice. Drawing on design-based action research across two Japanese university cohorts, I reflect on a DGBLLT design that used board and digital games, student-as-researcher tasks, and mixed-methods data to support language, literacy, participation, and well-being. The project produced strong outcomes, including gains in off-list vocabulary, grammar, speech acts, and students’ self-rated curiosity and happiness. However, these gains came at a cost. More than 1000 hours of design, implementation, feedback, and analysis created recurring pressure points, including grading overload, data avalanches, uneven group dynamics, and physical and emotional strain. One major lesson was that rich instrumentation can support valuable evidence of learning while also making a project difficult to sustain. In response, I propose a “permaculture” approach to DGBLLT: reusing open materials, simplifying research and assessment routines, embracing constraints, and protecting space for play. The session argues that the key question is not only whether game-based teaching succeeds, but whether it can be maintained, adapted, and shared without exhausting teachers. Participants will leave with practical heuristics and tools for redesigning CALL projects for both impact and sustainability.
Poster Presentation Balancing Rigor and Enjoyment: Cooperative Video Games as Joyful Teaching in EFL more
Sat, Jun 13, 10:20-11:20 Asia/Tokyo
This poster explores joyful teaching as a CALL-informed approach to EFL instruction, addressing declining learner motivation caused by grammar-heavy, teacher-centered, and exam-driven practices. While such methods improve short-term test scores, they often lead to fatigue, anxiety, and negative attitudes toward English. For example, a class spends an hour teaching only grammar, students get bored, and they also be forced to focus on grammar study for the Common Test for University Admissions.Drawing on experiences in English literacy courses, the poster presents joyful teaching practices, including video-based tasks, digital and analog games, skits, and role-playing. These activities foster natural grammar and vocabulary acquisition through interaction, collaboration, and emotional engagement, without lowering academic rigor. Observations show increased student participation, engagement, and confidence.The poster also discusses “not joyful” examples, like unclear digital game instructions causing confusion or role-plays that stress shy learners or overemphasize competition. They show even well-intentioned activities can fail if they do not match student readiness or classroom dynamics. Joyful teaching requires careful planning, attention to learner needs, varied materials, and emotional scaffolding, supported by institutional measures like reducing teacher workload. Attendees gain practical ideas for implementing engaging, CALL-informed activities that balance enjoyment with meaningful learning in EFL classrooms.
