South African Resource-Deprived Learners Benefit from CALL through the Medium of Computer Games

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Abstract
In South Africa learners come from both resource-advantaged to resource-deprived environments. Exposure to different types of resources are limited for some learners. However, this article proves the significant role computer games can play in providing learning opportunities for both groups. This article indicates that, although resource-advantaged learners may benefit from computer-based drill and practice games, they prefer strategy-type games. Resource-deprived learners, however, prefer twitch-type games. Depending on their resource levels, different intrinsic motivators cause learners to continue playing these games, although for both groups recognition is the most important motivator. Lower levels of psychomotor skills and game literacy prove to be a problem for resource-deprived learners only in the early phases of learning to play computer games. Language proficiency showed a greater improvement for resource-deprived learners than for resource-advantaged ones.

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