Abstract:

The game turns out to be a complex and engaging experience but not only because it activates the person globally and technologically; it also allows the person to learn, through practice, in a constant and natural way, increasing their technological knowledge and skills, as the majority of people use the apps on their phones.

Therefore, there is a double form of involvement of the subject in the play activity: on the synchronic plane during the course of the game, it motivates the multisensory participation to the activity; on the diachronic level, in the repetition, innovating of the game, students skills evolve constantly and their motivations are renewed as they tend to exceed the achieved goal. Then there is a third factor that is particularly relevant for our perspective: the game if it is perceived and experienced, it engages and entertains at the same time. The harmonious combination of fun and commitment recall the intrinsic pleasure of the activity without denying the cognitive or psychophysical effort.

Therefore, the recreational experience presents evident potential for learning in general as it involves the player in a holistic experience that presents extraordinary similarities with the conditions for which there can be significant learning. For language learning, in particular, it can prove to be of great value because almost all the games involve the use of the word during their development and for the communication or negotiation of the rules.

Keywords:

Game, experience, technology, language learning.