| dc.description.abstract | This thesis presents findings from a study investigating the learning effect of video games from minimal exposure with young English language learners in Norway (N=40, aged 11–13), based on the ideas of embodiment, incidental learning, and commercial video games as a source for language learning. Data were collected through an experiment in which the participants filled out two identical glossary-style translation tests before and after a gaming session of Black & White (2001). The thesis also investigates the difference in learning effect when watching vs. playing the game, the effect of subtitles and the effect of target item conditions, of which items directly related to player action were the most interesting. Learning effects were found (12,8 %), showing the potential of commercial video games as an important activity in L2 acquisition. | nb_NO |
