Game-based practices as a tool for developing language competence: The case of Persona 5: The Phantom X

Authors

Victor Akimov V. N. Karazin Kharkiv National University, Ukraine https://orcid.org/0009-0000-1065-9595
Oleksii Nalyvaiko V. N. Karazin Kharkiv National University, Ukraine https://orcid.org/0000-0002-7094-1047

DOI:

https://doi.org/10.34142/2709-7986.2025.30.2.22

Keywords:

Chinese as a foreign language, digital role-playing games, paratexts, willingness to communicate, self-regulated learning, spaced repetition, moderated text chat

Abstract

Purpose. The study explores the pedagogical potential of Persona 5: The Phantom X (P5X) a Chinese narrative-based video game as a tool for developing linguistic and communicative competence in learners of Chinese as a foreign language. It aims to analyze how game-based interaction, supported by paratexts (i.e., auxiliary game-related materials such as wikis, forums, guides, and fan-produced resources that help players interpret, navigate, and extend the game world) and digital tools, enhances vocabulary retention, pragmatic fluency, and motivation for language learning.

Methodology. The research used a mixed-methods experimental pilot design with a small cohort (N=4) of Ukrainian students learning Chinese. Over three weeks, participants engaged in daily gameplay (~1.5 hours/day), supplemented by paratextual tasks (e.g., Chinese wikis, forums) and language support tools (Translumo, Reverso Context, AnkiDroid). Data were collected through semi-structured interviews, a lexical-grammatical test, personalized writing prompts, and field notes on in-game interactions. Qualitative and quantitative results were analyzed to evaluate language gains and motivational outcomes.

Results. Participants demonstrated improvements in lexical knowledge, contextual comprehension, and motivation to use Chinese actively. The game environment offered authentic dialogues, subtitles, and multimodal cues that fostered attention to form and meaning (“noticing”), supporting incidental vocabulary acquisition. Players reported reduced anxiety and higher autonomy, using game-based reflection and paratexts to reinforce learning. Minor linguistic errors were observed, but overall engagement and vocabulary retention improved, confirming the feasibility of game-based learning for linguistic competence development.

Conclusions. The study confirms that structured engagement with Persona 5: The Phantom X can effectively support language competence development through immersive, interactive, and motivationally rich experiences. Integrating paratextual materials and self-regulated digital tools enhances comprehension and long-term retention. Although limited by small sample size and lack of control group, the findings support the educational integration of digital role-playing games as complementary tools in second language acquisition. Future research should involve larger samples, comparative designs, and pedagogically structured integration of gaming practices into formal learning contexts.

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Author Biographies

Victor Akimov, V. N. Karazin Kharkiv National University, Ukraine

3rd year student, School of Foreign Languages, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine.

Oleksii Nalyvaiko, V. N. Karazin Kharkiv National University, Ukraine

Ph.D. in Pedagogy, Associate Professor, Associate Professor of the Applied Psychology Department, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine.

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Published

2025-10-31

How to Cite

Akimov, V., & Nalyvaiko, O. (2025). Game-based practices as a tool for developing language competence: The case of Persona 5: The Phantom X. Educational Challenges, 30(2), 292–316. https://doi.org/10.34142/2709-7986.2025.30.2.22