Subject پايان نامه هاي لاتين Teacher care, which takes the form of supporting and trustw.... This study presents a scoping review that explores the relationship between digital games an‎d language learning motivation. As digital games become an integral part of modern education, they have been increasingly recognized for their potential to support engagement an‎d enhance learners’ motivation in language acquisition. Despite this growing interest, the research lan‎dscape in this area remains fragmented an‎d requires systematic mapping. Following the methodological framework suggested by Peters et al. (2020), this review was conducted in five stages: identifying the research questions, identifying relevant studies, selec‎ting studies, collecting data, an‎d summarizing the results. A total of 50 articles published in reliable academic sources between 2008 an‎d 2025 were selec‎ted an‎d analyzed. The findings reveal that most studies on this topic were conducted in the last decade, reflecting the rising role of digital games in educational settings. Educational digital games an‎d commercial off-the-shelf games emerged as the most commonly examined types, with participants ranging from young learners to university students. The review also shows that a majority of studies employed quantitative methods. Across the reviewed literature, digital games were consistently found to support learner motivation by providing engaging, interactive, an‎d low-anxiety environments for language practice. However, the studies also highlight the need for careful game selec‎tion an‎d integration into curricula to maximize their motivational impact. This review not only maps the existing literature but also identifies gaps, such as the limited use of qualitative research an‎d the lack of exploration into cultural an‎d contextual differences. These findings contribute to the field by clarifying current trends, suggesting directions for future research, an‎d offering practical insights for educators seeking to incorporate digital games into language learning.

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from : Teacher care, which takes the form of supporting and trustw.... until : This study presents a scoping review that explores the relationship between digital games an‎d language learning motivation. As digital games become an integral part of modern education, they have been increasingly recognized for their potential to support engagement an‎d enhance learners’ motivation in language acquisition. Despite this growing interest, the research lan‎dscape in this area remains fragmented an‎d requires systematic mapping. Following the methodological framework suggested by Peters et al. (2020), this review was conducted in five stages: identifying the research questions, identifying relevant studies, selec‎ting studies, collecting data, an‎d summarizing the results. A total of 50 articles published in reliable academic sources between 2008 an‎d 2025 were selec‎ted an‎d analyzed. The findings reveal that most studies on this topic were conducted in the last decade, reflecting the rising role of digital games in educational settings. Educational digital games an‎d commercial off-the-shelf games emerged as the most commonly examined types, with participants ranging from young learners to university students. The review also shows that a majority of studies employed quantitative methods. Across the reviewed literature, digital games were consistently found to support learner motivation by providing engaging, interactive, an‎d low-anxiety environments for language practice. However, the studies also highlight the need for careful game selec‎tion an‎d integration into curricula to maximize their motivational impact. This review not only maps the existing literature but also identifies gaps, such as the limited use of qualitative research an‎d the lack of exploration into cultural an‎d contextual differences. These findings contribute to the field by clarifying current trends, suggesting directions for future research, an‎d offering practical insights for educators seeking to incorporate digital games into language learning.