Asynchronous language learning tools have become commonplace due to shifts in technology and post-pandemic learning strategies (Huang et al., 2023). However, many tools prioritize immediate correction and validation over implicit interactions like rephrasing or requesting clarification (Loewen, 2012). As a result, learners who use these tools have limited exposure to exchanges found in authentic conversation. A game-based module was designed to incorporate implicit interactional feedback as a learning strategy for beginner Japanese language learners. The module incorporated adult learning principles, multimedia principles, and interactive design to create a situated, low-stakes learning environment.

Usability testing (n=3) involved individual, synchronous sessions with beginner learners and a native Japanese speaker. Learning effectiveness testing (n=14) was completed by Japanese 101 and 102 students via an asynchronous playthrough and attitudinal survey. Usability testing results led to additional audio interactions and refinements in in-game instruction. Learning effectiveness results demonstrated high overall performance in module assessments, and participants reported positive engagement and heightened confidence. The role of implicit interactional feedback was inconclusive, likely due to the module’s short duration. The game-based format showed promise as an effective instructional method, with participants responding positively to the gameplay, use of audio, and task repetition. Future improvements include expanding content and game duration to ensure learners encounter implicit feedback in future playthroughs.