By Seyed Abdollah Shahrokni, Texas A&M University

DOI: https://www.doi.org/10.69732/YREQ2378

Sumeru, with Mt. Damavand rising in the distance, feels like home – it must be the names, the music, the lore – even the character I am playing, Alhaitham, reminds me of my math class in high school. Moonlit Night in Sumeru plays gently in the background, and somehow, I know the tune. As I walk through the landscape, I suddenly remember that there is a store keeper named Vahid in Inazuma who sells Anahitian Blessing, a type of fertilizer originating from Sumeru Akademiya, at Syavushi Bakshesh Shoppe. Jahan, who is a farmer from Sumeru, says that “a combination of abundant sunshine, plenty of rain, and the Anahitian Blessing will guarantee a good harvest.” I have been meaning to get some.

I tap the map, locate the teleport waypoint, and jump to Liyue Harbor – how fascinating to travel this easily to lands far far away. Maybe Romina, Haley, and Mohamed will come online. Last time, the Three Divine Birds Puzzle had us all scratching our heads, but solving it together was so much fun! 

What stays with me in moments like this is not only the beauty of the game world, but the autonomy it offers – the chance to choose, to wander, and to work things out with others!

~ Author’s Reflection on Genshin Impact’s Gameplay

Among the reasons why people play video games is the experience of autonomy, the sense that their choices and actions have meaningful consequences within the game world. Autonomy satisfies a core psychological need and is strongly linked to increased engagement, enjoyment, and persistence (Ryan et al., 2006; Tyack & Mekler, 2020). When players feel they can freely explore, make meaningful decisions, and shape their own paths, games become more intrinsically motivating and emotionally resonant. From a Self-Determination Theory perspective, fulfilling the basic human needs for autonomy, competence, and relatedness is fundamental to psychological well-being and growth (Ryan & Deci, 2000; Delle Fave et al., 2011).

This sense of autonomy is embedded in a wide range of game genres. For example, in first-person shooter games, players often proceed solo or as part of a team, equipped with tactical gear and tasked with overcoming fast-paced challenges. In contrast, strategy games unfold at a slower pace, requiring long-term planning and deliberate decision-making. In both cases, the players’ choices shape the outcome. In other words, video games, regardless of platform, genre, or format, are fundamentally designed to support player autonomy. It is difficult to imagine a video game that could sustain engagement without giving players some sense of agency over their experience.

Similarly, in language teaching, student autonomy, which refers to learners’ control over their learning, is key in supporting student motivation, engagement, and learning outcomes (Egbert et al., 2021; Mozgalina, 2015; Shernoff et al., 2017). Just as in games where a player decides whether to explore a hidden questline, attempt a challenging puzzle, or collaborate with teammates to defeat a boss, language learners benefit when their choices have visible consequences. For instance, selecting authentic reading materials aligned with task goals and personal interests (e.g., sports articles, fanfiction, or news in the target language) gives learners a sense of ownership and purpose, much like a player charting their own path through an open game world. In both cases, making choices sets the stage for deeper forms of engagement and growth. Autonomy also fuels students’ active learning, as it is the driving force for students’ risk taking, higher order thinking skills (HOTs), and metacognition to regulate learning, make informed choices, and take strategic steps to reach goals (Williams, 2017; Johnston, 2004). 

In this article, my goal is to explore autonomy in three video games that I have been playing recently, viewing them from a task engagement perspective to see if language teaching can benefit from such game based environments. 

Autonomy in Games

To begin with, let us explore how games support autonomy through the popular notions of dynamics, mechanics, and components (see Picture 1). Making these connections explicit also helps us see how similar principles can apply to language learning.

Dynamics

In any game, there is a story, a narrative, encompassing a certain chain of events and connections that define the boundaries of the game as a world. These are known as the game dynamics that structure and give meaning to the overall gaming experience. Games position players within this narrative, which might include several storylines in a “choose-your-own-adventure” style, pathways that contextualize the game and determine the plot and outcomes.

To put this in a language learning context, dynamics can be thought of as the broader scenarios or communicative contexts that frame what learners are doing, such as role plays, simulations, or project-based tasks. Just as a game’s storyline gives purpose to player choices, classroom dynamics create meaningful contexts for learners’ language use.

Mechanics

The story a game tells, however, needs certain actions and/or processes that drive the game forward. The players engage in these actions, such as challenges, solo/team-based modes, and competitions/collaborations to play, shaping the outcome of the game in interaction with other players and/or non-player characters (NPC) that are not controlled by the players but by the game’s artificial intelligence, adding depth and complexity to the game experience. It is worth noting that in some frameworks, such as Hunicke et al.’s (2004) mechanics, dynamics, aesthetics (MDA) model, mechanics are defined more narrowly as the rules or basic player actions. In this article, building on Werbach and Hunter (2012), I use the term in a broader, interactional sense to denote the structured ways players engage with challenges and one another to advance gameplay. 

In language learning, mechanics could be thought of as the specific tasks and interactions learners engage in, such as turn-taking in conversation, asking and answering questions, negotiating meaning, or collaborating on group projects. These are the “moves” that push the learning experience forward.

Components

As players engage in the story and actions, they would need some forms of concrete instantiations that signify their progress and/or failures. These components are the levels, ranks, badges, leaderboards, points, avatars, skins, medals, coins, etc. that they earn or lose during their gameplay. 

In language learning, components may be compared to the tangible building blocks that signal growth, such as vocabulary words acquired, grammar structures mastered, portfolios of written work, digital badges, or feedback points earned from peers and instructors. These components not only track progress but also provide visible markers of achievement that can sustain motivation.

As Tekinbas and Zimmerman (2003) note, “a game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome” (p. 80). Within this system, dynamics, and mechanics, and components structure how the conflict unfolds. Players interact with these elements, receiving awards, feedback, and consequences as they play. Importantly, the system also grants them a certain degree of autonomy, enough freedom to push the story forward, take on challenges solo or in groups, and work towards the quantifiable outcomes the game defines. A balance of autonomy and structure, as Egbert et al. (2021, p. 12) note, could also be relevant here. Similar to pedagogical tasks, when players can make significant decisions about interacting with game elements, they are more likely to be motivated and engaged in the gameplay – experiencing what Csikszentmihalyi (1990, p. 4) describes as “flow,” a state of deep concentration and enjoyment where people become fully absorbed in the activity.

Personal Case Studies: Autonomy in Action

I have been an avid gamer, and, while playing, the teacher in me has also been excitedly thinking about ways to incorporate game elements into my teaching. Here, I will briefly look at three of the games I have been playing recently and, building on their respective brand of autonomy, provide some examples and tips on teaching tasks / activities that could align with game-inspired approaches, supporting real-time collaboration, long-term project work, and exploratory, reflective learning in the language classroom. These activities are not language-specific and can be used in any teaching context to support students’ active learning (see O’Neal & Pinder-Grover’s (n.d.) Active Learning Continuum to learn more). Further, the K. Patricia Cross Academy offers a rich collection of classroom assessment techniques (CATS) that can be adapted.

Call of Duty Mobile (CODM): Fast-paced, Distributed Decision-making

CODM supports both fast-paced multiplayer and (longer-form) battle royale modes, each offering distinct opportunities for player autonomy and collaboration. In multiplayer sessions, players coordinate before and during matches, selecting game types and maps, choosing gear from customizable loadouts, and using in-game communication tools to strategize. While players retain control over their own movements and actions, team-based play requires real-time coordination, and even the choice to exit a match carries consequences for the group and the individual.

In battle royale mode, players begin by negotiating landing zones and then navigate a shrinking map through a mix of solo and collective decision-making. When played solo, the game becomes a personal exercise in strategic planning, improvisation, and survival, with players independently choosing how to gather resources, respond to threats, and navigate the terrain. In team-based matches, leadership tends to emerge organically, and decisions are often made through situational awareness and consensus. This mode emphasizes distributed agency, with players continually adapting to changing conditions, managing resources, and supporting one another. Social systems like clans and global chat further extend these dynamics, offering community, competition, and connection beyond the match itself.

Video 1 –  CODM Trailer

From Call of Duty Mobile to Real-time, Collaborative Tasks

The fast-paced, coordinated gameplay of CODM’s multiplayer mode mirrors what can happen in well-designed collaborative language tasks. In multiplayer mode, players must work together, communicating, strategizing, and adapting in real time. Similarly, classroom tasks that invite learners to coordinate, share responsibility, and make in-the-moment decisions, such as games and simulations, roleplays, demonstrations, case studies, or co-writing activities, can support engagement and shared autonomy. In contrast, CODM’s battle royale mode allows for more individual autonomy: players can play solo or with a team, making choices about landing zones, movement, and survival. This mix of required and optional collaboration is a good example of designing tasks that range in structure and interdependence. It is worth noting that while real-time, time-sensitive tasks can be exciting, not all learners thrive under strict time constraints, and accessibility should remain central. Flexible timing, thoughtful grouping, and clear communication support can help maintain autonomy without overwhelming learners. 

In the classroom, you might:

• Design flexible group challenges with a shared goal (e.g., draft a response to a situation, design a dialogue focused on a certain language function).
• Assign optional or rotating roles (e.g., facilitator, vocabulary tracker, cultural advisor).
• Let teams choose their tools and formats (e.g., technology, slide decks, skits, voice recordings).
• Use collaborative platforms such as Google Docs and Padlet to support shared workspaces.
• Include brief check-ins and guided reflections where students analyze how they are progressing during the task and how they made decisions and communicated after the task.
• Provide just-in-time feedback and support if/when needed.

Stronghold Kingdoms (SK): Strategic Thinking, Long-term Planning

SK is a strategy game set in a medieval world where players manage castles, build villages, and engage in large-scale alliance politics. I played SK as part of my doctoral research (see Shahrokni, 2021 for an article based on this work). Progress unfolds gradually over days and weeks, requiring long-term planning, negotiation, and coordination with other players. While it offers classic elements of resource management and territorial expansion such as setting up economic industries and food productions, traders, and armies, what sets it apart is its deeply social nature. Players form alliances by joining factions and houses, share resources, and collaborate on goals such as defenses, offences, trades, or research. In SK, one can be a neutral player, build individually, and disregard the social aspect of the game – be a solo player and engage with NPCs, but, for many people, success (and fun) really hinges on social gameplay, engaging in game politics, diplomacy, communication and collaboration, and conquests to dominate the world. In my own experience, strategic decisions emerged not from top-down commands, but through ongoing discussions, participating in votes, communicating through in-game, textual chat and third party tools, including Discord. The gameplay fosters a model of slow-and-steady, social autonomy, one that is deliberate, communal, negotiated, and grounded in interdependence.

Video 2 – SK Trailer

From Stronghold Kingdoms to Strategic, Long-Term Projects

SK encourages long-term planning, strategic collaboration, and diplomacy over time, qualities that deeply resonate with project-based learning (PBL) in language classrooms. In the game, players work toward shared goals, manage resources, and build alliances through dialogue and consensus. Similarly, language learners can engage in extended projects that involve coordination, negotiation, and resource management, such as jigsaw procedure, co-creating digital resources, running a class podcast, or conducting community-based research. When students take ownership of timelines, roles, and shared outcomes, they do not just complete a task, they shape the learning experience and develop real-world collaboration skills such as communication, collaboration, leadership, adaptability, and intercultural awareness. 

In the classroom, you might:

• Launch collaborative, multi-week projects (e.g., class podcast, digital zine, cultural research portfolio).
• Let students form teams or “learning guilds” that work together across units or terms.
• Encourage peer governance: allow groups to assign roles, set internal deadlines, and determine deliverables together.
• Use rotating leadership, voting, or consensus-building to model diplomatic decision-making.
• Include regular group check-ins to reflect, recalibrate, and share progress with peers or instructors.
• Ensure role flexibility, clear expectations, and space for reflection 

Genshin Impact (GI): Exploration, Character choice, Personal Narratives

GI is an open-world, adventure game set in a vibrant, elemental landscape. While players can explore solo, the experience could also expand in co-op mode, where two to four players navigate complex environments and take on challenges that require creative use of characters’ distinct abilities and elements. The game is also narrative-driven, with players engaging in an open-world realm, Teyvat, comprising seven culturally rich nations, each loosely inspired by distinct regions of our world – for example, Mondstadt draws on medieval Europe, Liyue reflects Chinese landscapes and traditions, Inazuma mirrors Japan, and Sumeru is inspired by South Asian and Middle Eastern cultures (see Caylor, 2024, for an article on some real world locations that inspired the game). These environments are woven into the gameplay, with players choosing where to explore, discovering region-specific lore, architectural cues, puzzles, and characters that reflect each culture’s mood and aesthetic. The game’s narrative unfolds through a combination of main quests, regional story arcs, and elemental puzzles, guided locally by elemental deities (Archons) tied to each nation. This layered narrative structure empowers players to make meaningful decisions about their journey, where to venture, which stories to pursue, and how deeply to engage with each nation’s unique culture. 

Video 3 – GI Trailer

From Genshin Impact to Exploratory, Reflective Learning

The open-world design of GI invites players to forge their own paths, choosing where to go, what to explore, and how to engage with layered narratives across a variety of cultural landscapes. This sense of exploratory autonomy can translate powerfully into language learning when students are given the space to follow their interests, reflect on their learning journeys, and express themselves in ways that feel authentic. Whenever learners are, for instance, journaling about personal experiences, telling stories, choosing research topics that resonate with their backgrounds and interests, or crafting creative sociocultural content, they are involved in activities that support autonomy, choice, curiosity, and cultural engagement.

In the classroom, you might:

• Create open-ended assignments with multiple topic and/or format options (e.g., “Choose one of these three prompts”).
• Let learners select texts, themes, or cultural perspectives that connect to their own experiences or interests.
• Incorporate creative and reflective tasks such as language autobiographies, journey maps, or perspective-taking narratives.
• Encourage curiosity-driven research tied to students’ communities, backgrounds, or passions.
• Use storytelling elements (e.g., character backstories and arcs, imagined scenarios and dialogues) to inspire original writing and speaking in the target language.
• Support open-ended tasks with clear prompts, models, and low-stakes scaffolding so that all learners can participate meaningfully.

To conclude this section, Table 1 summarizes some of the main game elements across the three games along with the relevant instructional design strategy and example classroom activities aligning with their respective form of autonomy:

Table 1 – From Games to Language Education Task Design

Game	Elements (Dynamics, Mechanics, Components)	Game-Inspired Autonomy	Instructional Design Strategy	Example Classroom Activities	Example CATS
Call of Duty Mobile (CODM)	Fast-paced solo/team conflict; real-time multiplayer coordination; customizable loadouts; tactical movements; ranks, points, badges, medals, skins, MVP titles	Real-time, distributed decision-making	Collaborative, time-sensitive tasks with individual flexibility	Roleplays, simulations, timed decision-making challenges, co-writing tasks	Team Jeopardy Analytic Teams
Stronghold Kingdoms (SK)	Medieval empire building; long-term strategic planning; diplomacy, voting, territorial expansion; castle levels, honor points, house membership, noble titles, ranking boards	Strategic, long-term planning	Project-based learning with rotating leadership & shared responsibility	Class podcast, digital zine, collaborative research, student-run cultural fair	Jigsaw Digital Story
Genshin Impact (GI)	Mythical open-world exploration; character switching, puzzles, quests, co-op play; adventure rank, character levels, elemental resonance, artifacts, primogems, constellation unlocks	Exploratory, reflective learning	Open-ended tasks with cultural exploration & student choice	Language autobiographies, journey maps, creative storytelling, personal narrative writing	Contemporary Issues Journal 3-2-1 Reflection

Conclusion

In this article, I explored how video games, specifically Call of Duty Mobile, Stronghold Kingdoms, and Genshin Impact, embed various forms of autonomy into their gameplay, from real-time collaboration to long-term planning and exploratory choice. These forms of player autonomy map well onto language learning strategies that promote student engagement. A balance of autonomy and structure, as Egbert et al. (2021) note, is optimal for creating engaging tasks and designing spaces for it helps learners to feel ownership over their learning paths, just like players navigating rich, dynamic game worlds.

Just as video games empower players to take charge of their journey, effective language learning environments offer learners opportunities to take charge of their learning and navigate their own paths, making decisions, taking risks, and owning their progress. In fact, several well-established language education approaches already reflect this learner-centered principle. For instance, task-based language teaching (TBLT) emphasizes real-world tasks that require learners to make meaning, negotiate outcomes, and make choices in how they approach communication (Ellis, 2003; Willis & Willis, 2007). Similarly, project-based learning (PBL) engages learners in extended, inquiry-driven projects with authentic outcomes, encouraging both individual agency and collaborative negotiation (Beckett & Slater, 2005; Stoller, 2006). These principles also align closely with Egbert et al.’s (2021) model of language task engagement, which emphasizes the importance of autonomy in fostering engaging teaching/ learning experiences. 

More broadly, autonomy is a central design principle in instructional design frameworks such as universal design for learning (UDL), which recommends offering learners multiple means of engagement, representation, and action/expression to support autonomy and access for all learners (CAST, 2024). Whether in language classrooms or other learning contexts, designing for choice and learner autonomy is foundational to meaningful, learner-centered, and engaging learning experiences. 

While this article focused on the broader instructional design potential of game-inspired autonomy, there is also much to gain from exploring gamification at the classroom activity level – for example, how points, challenges, and playful elements can motivate and engage learners. If you are interested in this more micro-level approach, you may see Shahrokni (2024), where I share practical ideas on incorporating gamification into teaching and learning.

Back in Genshin Impact, the rain begins to fall over Liyue Harbor as Romina, Halie, and Mohamed finally log on. I send them co-op invites, and we regroup at Qingyun Peak. Clear Sky Over Liyue plays gently in the background, and the view is breathtaking from the top of the mountain. There is laughter as we revisit the Three Divine Birds puzzle, recalling how we all tried to decipher the clue: “The one who may ascend is the one who kowtows atop the three mountains. The sun, moon, and stars shall each shine, and auspicious signs shall be sent by the three divine birds.” We each shared our ideas and interpretations, negotiated different paths, and somehow ended up solving it together. The game did not tell us exactly what to do, but it offered a space to explore, share, collaborate, and make meaning with each other. In many ways, that reminds me of what language learning can feel like: a shared, exciting, unpredictable journey where learners take risks, explore, experiment, and co-construct understanding through interactions with others. 

That is the journey I hope this article has invited us to imagine for our classrooms.

Acknowledgements

Thanks to all my gamer friends for all the fun hours of gameplay, exploration, humor, discovery, and quests. 

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