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Gaming SIG Newsletter

 Issue 40

Aug 27, 2021

Jeremy A. Robinson (Chair)

Jakob Johnson (Associate Chair)

Jeff Maloney (Outgoing Chair)




It was great to see many of you this summer at our conference, and we hope we can make this SIG something useful for you this coming year. If you have comments, questions, or ideas, if you would like to be removed from the monthly newsletter, or you think someone else would be interested in receiving it, please email Today in the newsletter:

  • SIG Project Spotlight

  • Conferenes

  • Game Jams

  • Articles


– SIG PROJECT SPOTLIGHT – Innspekter Moris

Jeremy A. Robinson

In the upcoming months and years, it is the hope that each week we can highlight some kind of game related project that someone in the CALICO Gaming SIG is working on. Please contact us if you have something you can share!


A project that I am working on at Gustavus Adolphus College with two of my student workers is a game called Innspekter Moris.In this game, set in the island nation of Mauritius, you play as an inspector who travels to numerous locations throughout the country, interviewing people on the street with the hope that you will be able to save the country from the threat of an ecological disaster. The pedagogical goal of the game is to help the player learn about Mauritius’s unique culture and history, and also help the learner develop linguistic skills in French, English, or Mauritian Kreol. 


This scene’s background image is modeled from Marie Reine de la Paix: GPS My City (size reduction apparent from original).
Original image from Marie Reine de la Paix by Carrotmadman6. July 11, 2006. (CC-BY 2.0)


D. Melanie Kistnasamy is my student worker from Mauritius, and has the primary responsibility for writing scripts and dealing with cultural matters. Sanjeeda Shutrishna is my student artist, and my role is design and development. We are modeling background art from images we have taken ourselves, received permission to use, or which fall under some other licencing. We are also working with some musicians in Mauritius to create background audio tracks matching each of the different locations. 


This has been an interesting project so far, and it has been fun to learn a bit more about Mauritius. We have also completed a couple of smaller projects related to Mauritius, if you are interested in playing them. Les villes cachées de L’île Maurice is a short game aimed at beginning French learners, which teaches geography and location words. Journée d’un travailleur engagé (French) and Lazourne enn travayer angaze (Kreol) are authorized translations of Journey of an Indentured Laborer an interesting project “designed to give players a snapshot of what life might have been like for an South Asian indentured laborers during the nineteenth century.”



Upcoming 2021 Conferences


Sep 2-24, 2021

European Conference on Games Based Learning


Oct 7-8, 2021

Joint Conference on Serious Games

Stoke-on-Trent, UK & Virtual

Nov 19-21, 2021

ACTFL Convention


Dec 1-3, 2021

Games and Learning Alliance Conference 

La Spezia, Italy & Virtual?

Dec 16-18, 2021

GLoCALL Conference

Globalization & Localization in Computer-Assisted Language Learning


2022 Conferences


~Feb 2022

MWALLT Conference

MidWest Association for Language Learning Technology

Likely Hybrid

Mar 21-25, 2022

Game Developers Conference

San Francisco

Mar 22-25, 2022

TESOL Convention 

Pittsburg & Virtual

~May 2022



May 30-Jun 4, 2022



~June 2022



June 26-29, 2022

ISTE Edtech Conference

International Society for Technology in Education

New Orleans

~July 2022

Connected Learning Summit


~July 2022

Games for Change Festival


~July 2022


International Conference on Gamification & Serious Game


~Aug 2022

EUROCALL Conference

European Association of Computer Assisted Language Learning


~Aug 2022

Play Make Learn 

Madison, Wisconsin

Oct 13-15, 2022

International Conference on Meaningful Play

East Lansing, Michigan




Game Jams are short, friendly contests to develop a game within a given amount of time, often requiring participants to adhere to certain themes or limitations. Consider participating in a Game Jam to practice your development skills, or often you can also take part in these by playing submitted games and judging, even if you don’t create a game yourself (also a great task for language learning students!). There are a wealth of ongoing game jams which are primarily in English (See, but there are also jams focusing on other languages. Below are some which are upcoming. If you are aware of others (especially in additional languages), please let us know!




Oct 21-Oct 24

PlayBern Utopian Game Jam



Aug 27- Sep 6

Una Jam Diversa | ITA



Aug 18- Sep 1

Tu juego a juicio Jam 2021

Sep 1- Sep 4

Ikimiuki GameJam 2021

Aug 1-Sep 11

Mejorando Ando – Agosto 2021

Sep 20- Sep 27

Spain Game Devs Jam III

Oct 1- Oct 3

TODO Game Jam #3



Aug 15-Sep 11

Games de Paradigmas de Program

Sep 18- Oct 31

GaraJam Caneta & Papel



Here are some recent articles which you might be interested in reading:


Dixon, D. H., & Christison, M. (2021). L2 Gamers’ Use of Learning and Communication Strategies in Massively Multiplayer Online Games (MMOs): An Analysis of L2 Interaction in Virtual Online Environments. In CALL Theory Applications for Online TESOL Education (pp. 296-321). IGI Global.


Hemminki, A. (2021). Finnish upper-secondary school students’ perspectives on the benefits of gaming for their English proficiency.


Johnson, E., & Vitanova, G. (2021, May). Agency and Gaming in Language Learning. In Work and Labor in World Languages, Literatures, and Film: Selected Proceedings of the 24th Southeast Conference on Languages, Literatures, and Film (p. 71). BrownWalker Press.


Li, K., Peterson, M., & Wang, Q. (2021). Using Community of Inquiry to Scaffold Language Learning in Out-of-School Gaming: A Case Study. International Journal of Game-Based Learning (IJGBL), 11(1), 31-52.


Lin, C. Y., & Guo, Y. H. (2021). Enhancing EFL Adolescent Learners’ Vocabulary Acquisition via Online Single Player Role-Play Games. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(1), 10-22.


Peterson, M., Yamazaki, K., & Thomas, M. (Eds.). (2021). Digital Games and Language Learning: Theory, Development and Implementation. Bloomsbury Publishing.


Reinhardt, J. (2021). Not all MMOGs are created equal: A design-informed approach to the study of L2 learning in multiplayer online games. Digital Games and Language Learning: Theory, Development and Implementation, 69.


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Robert Fischer Memorial Scholarship Update

We have now received $23,985 in contributions, just $1,015 away from the total amount needed to begin awarding scholarships. Thank you so much to all of you who have contributed

The funding page is here: (Note that the total amount indicated on the donation site has not yet been updated to include the most recent donations. The actual current total is now $23,985.) The CatFunding page provides the option to every visitor of sharing the link with others.

Please feel fee to share the links with anyone you know who might be interested in donating, or in just learning more about the scholarship, about our fantastic students and alums, and about Bob’s legacy.

Reaching our goal of $25,000 by the November 1 deadline will allow us to fully endow Bob’s scholarship and begin awarding funds to students for the upcoming cycle (2022-2023).



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Call for papers: Journal Special Issue

CALICO Journal Special Issue: XR: Crossing Reality to enhance language learning

Co-editors: Randall Sadler (University of Illinois at Urbana-Champaign) and Tricia Thrasher (University of Illinois at Urbana-Champaign)

This special issue of the CALICO Journal will explore the use of Cross Reality (XR), which includes Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) in the learning of language and culture.

Cross-Reality (XR) 

Virtual Reality (VR)

Augmented Reality (AR)

Mixed Reality (MR)



The user is fully immersed in a 360-degree virtual environment with no interaction with the surrounding ‘real’ world.

The user wears no headset but uses a device (typically a phone) to overlay digital objects or text onto the surrounding real world, such as Google AR in the image above.

The user wears a headset such as the Microsoft HoloLens that allows them to see the real world around them but virtual elements appear in the environment to enhance it.

CALL research across these realities has become more commonplace in recent years. However, there is still a critical need to advance theoretical understanding and examine the efficacy of XR on language learning outcomes. Contributions to this special issue will specifically further work on learning theories in XR, report on empirical research that emphasizes XR’s impact on learning, and explore innovative approaches to using XR in language learning. The editors seek contributions from researchers and educators that move beyond users’ perceptions of XR environments and specifically examine the processes and efficacy of XR language teaching and learning.

Content areas for contributions include—but are not limited to—the following:

1.      Theoretical considerations exploring the unique contexts of language teaching and learning in XR settings;

2.      XR empirical research studies examining the effectiveness of XR environments for language and (inter)cultural learning;

3.      Instructor and student perspectives and experiences with XR;

4.      Critical reflections on curriculum and pedagogical innovations as well as implications for language teacher education and professional development with regards to XR;

We encourage full-length (approximately 6,000–8,000 words, all-inclusive) conceptual/ theoretical contributions and empirical studies. Authors are strongly encouraged to contextualize their contribution within appropriate theoretical and developmental frameworks. Empirical studies are particularly encouraged and critical review pieces are also welcome.

Any questions about the volume should be addressed to volume co-editors: Randall Sadler and Tricia Thrasher at

Submission deadline for abstracts is September 15, 2021

·         September 15, 2021: Submit an initial proposal of no more than 750 words to the volume editors (see attached template)

o   To send your proposals, attach it as a Word document to an email and send it to this address:  Doing so will put your file directly into the Editors’ Box storage.

o    If authors have any questions or queries, please contact the guest editors at

·         October 1, 2021: Decisions on proposal made and full-length manuscript invitations sent out.

·         March 1, 2022: Full-length manuscripts due, and must comply with CALICO’s formatting guidelines (will include link).

·         August 15, 2022: Full-length final draft of manuscripts due

·         February 2023: Special Issue Publication

Special Issue to be published in February 2023. Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double-blind peer review process.


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Graduate Student SIG Newsletter Spring 2021

Our graduate student special interest group chair has been hard at work putting together events for our graduate students, like the panel in January on alternate career paths for PhDs.  She’s also produced this very informative newsletter that should be of interest to all CALICO members.


Grad Student SIG – Newletter – Issue 6 – February, 2021

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New Issue of the Journal

CALICO Journal Issue 37.3 (2020) table of contents

Editorial – open access Publishing on CALL Products : Guidelines for Authors and Developers Oksana Vorobel , Bryan Smith

Traditional Versus ASR-Based Pronunciation Instruction : An Empirical Study Christina Garcia , Dan Nickolai , Lillian Jones
Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner- and Word-Related Factors Isabeau Fievez , Maribel Montero Perez , Frederik Cornillie , Piet Desmet
An Empirical Study on Vocabulary Recall and Learner Autonomy through Mobile‑Assisted Language Learning in Blended Learning Settings Takeshi Sato , Fumiko Murase , Tyler Burden

Testing a Research-Based Digital Learning Tool : Chinese EFL Children’s Linguistic Development Hee Jin Bang , Kirsten Olander , Erin Lenihan

Book Reviews – open access
The Handbook of Technology and Second Language Teaching and Learning, edited by Carol A. Chapelle and Shannon Sauro Moira Di Mauro-Jackson
Cross Cultural Perspectives on Technology-Enhanced Language Learning, edited by Dara Tafazoli, M. Elena Gomez Parra, and Cristina A. Huertas-Abril Jo Ann Arinder
Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice, by Jonathon Reinhardt Arthur Wendorf

Learning Technology Reviews – open access
ImmerseMe Margherita Berti
Bryan Smith, Arizona State University
Ana Oskoz, University of Maryland Baltimore County Book Review Editor
Oksana Vorobel, BMCC, CUNY
Learning Technology Reviews Editor
Theresa Schenker, Yale University
Managing Editor
Esther Horn, CALICO 
Assistant to the Editors
Michael Winans, Arizona State University 

CALICO Journal ISSN: 2056-9017 (online)

The CALICO Journal, founded in 1983, moved to Equinox in 2015. CALICO Journal is the official publication of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning. The journal is published online-only, is fully refereed and publishes research articles and studies and software and book reviews. Three issues appear annually and normally one of them is a thematic issue on current discourses and developments in Computer-Assisted Language Learning. CALICO’s international editorial board and large group of authors and reviewers reflect its global readership.
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Call for Papers, Journal Special Issue

Call for Papers: Special Issue of CALICO Journal
Title: Emergency Remote Language Teaching and Learning: Computer-Assisted Language Teaching and Learning in Disruptive Times

Co-editors: Li Jin (DePaul University), Elizabeth Deifell (University of Dubuque), and Katie Angus (University of Southern Mississippi)

This special issue of the CALICO Journal is intended to explore various aspects of emergency remote language teaching and learning, which refers to temporary alternatives to face-to-face and hybrid courses during times of crisis (Hodges et al., 2020). Such crises include pandemics, natural disasters, sociopolitical turbulence, and other states of chronic and extended distress. Contributions will expand theoretical horizons, report on targeted empirical research, and explore innovative approaches to emergency remote language teaching and learning. The editors seek contributions from researchers and educators that examine and reflect on the processes and outcomes of computer-assisted language teaching and learning during disruptive times as well as the short- and long-term impact on language education after a crisis.

Content areas for contributions include – but are not limited to – the following:

  1. Theoretical considerations exploring the unique contexts of language teaching and learning in times of crisis;

  2. Technology-related empirical research examining L2 development and (inter)cultural learning; instructor and student perspectives and experiences; and the effectiveness of faculty training;

  3. Critical reflections on curriculum and pedagogical innovations as well as implications for language teacher education and professional development with regards to computer-assisted language learning;

This special issue will strive to maintain the format of past CALICO Journal Special Issues while also supporting diverse contribution formats. We encourage full-length (approximately 6,000–8,000 words, all inclusive) conceptual/theoretical contributions and empirical studies (e.g., mixed methods, case studies, action research). Authors are strongly encouraged to contextualize their contribution within appropriate theoretical and developmental frameworks.

Empirical studies are particularly encouraged and critical review pieces are also welcome. However, please note that manuscripts that are purely descriptive as well as those which rely primarily on surveys without providing systematic and compelling empirical data and analysis will not be considered.

Any questions about the volume should be addressed to volume co-editors: Li Jin (, Elizabeth Deifell (, and Katie Angus ( Please write “CALICO Journal Special Issue” in the subject line.

Submission deadline for abstracts is October 1, 2020.

●  Submit an abstract of no more than 400 words to the volume editors at,, and

●  In your abstract, please state clearly if your proposal should be reviewed as (A) theoretical, (B) empirical, or (C) pedagogical.

●  Full-length manuscript invitations will be sent out by October 15, 2020.

●  Full-length manuscripts will be due February 15, 2021, and must comply with CALICO’s authoring guidelines (found here).

●  Full-length final draft of manuscripts will be due August 1, 2021.

Special Issue to be published in February 2022 (39.1). Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double-blind peer review process.