Designing authentic language learning simulations to support student engagement

Abstract In a global society, learners must communicate effectively across diverse cultural contexts, but traditional classroom learning can fall short of preparing students for real‐life demands. Simulations can shift students' focus from learning about language to using language for authentic tasks. This study developed and evaluated a digital, educational language simulation called a Playable Case Study (PCS). Students investigated questions about the Spanish Civil War as curators in a fictional museum and produced an exhibit for a real public audience. Researchers examined the question: How do the design features of a historically‐contextualized, project‐based PCS simulation influence student engagement in university Spanish language courses? Findings based on classroom observations, pre‐/post‐surveys, and instructor interviews (a) offer insights into four types of authenticity that affect student engagement (linguistic, cultural, disciplinary, and technological), (b) show that constructivist, multimedia curation tasks can stimulate autonomous learning, and (c) reveal technological authenticity's influence on student engagement.