ABSTRACT This pilot study investigated how the narrative‐rich Chinese AAA game Black Myth: Wukong supports advanced Mandarin learners. Using reflective journals, semi‐structured interviews, and exploratory electroencephalogram (EEG), we examined learners' cognitive, affective, and cultural experiences. Participants reported vocabulary gains, deeper cultural understanding, and sustained intrinsic motivation. They employed strategies such as scene replay, subtitle use, and external resources. EEG trends indicated comparable working memory engagement across gameplay and reading, with occipital alpha patterns tentatively suggesting heightened strategic processing during second language (L2) gameplay; these neural findings are exploratory due to a small sample size and fixed task order. Findings highlight the potential of immersive games to complement traditional instruction and offer preliminary neurocognitive insights into L2 engagement.
Wang et al. (Sat,) studied this question.
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