Learning to comprehend informational science texts is challenging for upper primary students and becomes even more complex for students learning to comprehend such texts in a second language. These multilingual students (MLs) bring forth a set of abilities unique from monolinguals, however they are also faced with learning technical academic language in a language they are simultaneously learning to master. Digital game-based learning environments (GBLEs) offer the possibility to adapt to learner needs in real time and could potentially customize learning for MLs. Yet, these possibilities remain theoretical and presently undeveloped. The goal of our current research is to develop practical approaches to close the learning gap between MLs and non-MLs in science literacy within the context of a GBLE entitled Missions with Monty. The present study will present efforts from the first stage of this design-based approach to customizing the GBLE for MLs wherein student interview data were gathered.

Theoretically grounded in self-regulated learning (SRL), empirical support for Missions with Monty established that game play increases students’ science learning and reading comprehension. Teachers incorporate the game as part of typical classroom-based instruction. Gameplay is situated within a goal-directed narrative. Students engage in a training camp to support their strategy use and then progress through a series of game missions. ​​Players fill the role of a promising young science professor traveling to work with Monty, a monitor lizard and world-renowned scientist known for his ability to solve real-life problems. Monty has created Wildlife University (WU) in a remote rainforest where students and professors (all animal characters) conduct research on saving their natural habitats. The primary curricular challenge is to uncover the cause of a sickness that has caused the closure of WU. Game missions require players to read science texts to gather information and develop science understanding to resolve the cause of the sickness. A number of in-game challenges test the players’ knowledge, monitoring ability, ability to summarize, and comprehend multiple sources. Meanwhile, players have access to numerous learning scaffolds that help track their progress in the game.

An interview study with grade 5 learners whose primary language varied explored students’ perceptions about how playing the existing version of Missions with Monty helps them learn science and impacts their engagement in reading science texts. After playing the GBLE students were asked if they prefer reading science within Missions with Monty and if they preferred reading science more in the game or how they typically read science. The protocol also explored what parts of the GBLE were their favorite, least favorite, and most challenging and recommended changes to the game. Follow up questions for MLs included language elements of the game and scaffolds that might benefit them in game navigation. Several themes emerged from the student interviews. For instance, regardless of language learning status, students generally reported they liked Missions with Monty and that they would prefer to read science through the GBLE. Interestingly, MLs did not universally endorse scaffolds anticipated to support their reading of English language texts, such as translation tools. Detailed findings will be presented that will inform the iterative design of the game to meet the needs for MLs.

Keywords: Game-based learning, multilingual learners, science literacy.