Conjecture Map

Theoretical Framework

EFL learners who study English outside of English-speaking countries often experience difficulties in their English language learning. It is partly because they have limited access to real-world experiences of using English (Ozverir et al., 2016). This significantly affects their learning, given that learning occurs in accordance with the sociocultural contexts in which an individual is located (Schunk, 2014). Thus, Outer World is designed to provide EFL learners with an authentic learning environment. 

The idea of authentic learning has been proposed and developed by many researchers (Newmann et al., 1992; Herrington & Oliver, 2000; Shadiev et al., 2017; Ozverir et al., 2016). It posits that meaningful learning occurs when learners are presented with opportunities to solve problems that are directly or indirectly related to the real world. According to Herrington & Oliver (2000), an authentic learning environment provides learners with authentic contexts in which they can learn how to apply certain knowledge and skills to their real lives. It also offers an opportunity for learners to engage in authentic activities that are relevant to the real world, which supports them to be more intrinsically motivated.

Given that authentic learning experiences enhance learner motivation and engagement, Outer World aims to develop an authentic learning environment for EFL learners. Basically, it is designed based on the real world we are currently living in. Learners may find familiar places within the game, such as restaurants, coffee shops, parks, hospitals, or a mall. They may also engage in the real-world based scenarios in which they are required to solve problems that are relevant to the real world. This design of an authentic learning approach will enhance learner motivation and engagement in learning English.

On the other hand, there has been a line of research that focuses on learner motivation in the context of technology-assisted language learning (Jeon, 2022; Wu et al., 2014). With the emergence of technology, learning now takes place in diverse contexts of informal learning environments (Zheng, 2019). Therefore, motivating learners to persist in learning through the use of technology within their daily lives became critical (García Botero et al., 2019). That is, there has been an increasing need for supporting learners to motivate themselves during their learning within informal educational settings. 

The idea of autonomous motivation has been developed and well explained within the Self-determination theory (SDT) (Deci & Ryan, 2012; Ryan & Deci, 2000). The theory postulates that all human beings have basic psychological needs (BPNs); autonomy, competence, and relatedness. Based on the degree of BPNs satisfaction, individuals develop their autonomous motivation. It includes both intrinsic motivational behavior and external factors that are internalized and integrated, such as perceived values of certain tasks (Ryan & Deci, 2000). Many educational researchers have adopted this theory as a framework for learner motivation in diverse areas of study.

Outer World integrated the SDT into the design. The specific features stated in the conjecture map aim to support learners’ perceived satisfaction of autonomy, competence, and relatedness. For example, learners may explore the space within Outer World and interact with AI agents with a high degree of freedom, which will allow them to develop a sense of autonomy. Other features such as challenge and reward systems, messaging friends, and building a community will also enhance learners’ perceived competence and relatedness, which will ultimately support learners in developing their autonomous motivation.