Aktywizująca Rola Gry the Inquisitor Na Zajęciach Łaciny Prowadzonych w Grupach o Specjalności Projektowanie Rozrywki Interaktywnej Oraz Lokalizacja Gier i Oprogramowania Spring-Write

This study examines whether the commercial computer game The Inquisitor, available in a bilingual Latin-English version, can serve as an effective active-learning tool in Latin classes for first-year bachelor students specializing in interactive entertainment design and game and software localization at the University of Silesia in Katowice. The author argues that traditional grammar-translation approaches, combined with students' strong preference for digital, interactive media, call for a rethinking of how Latin is taught to contemporary learners, while the game offers a structured way to integrate syllabus grammar, translation, and conversational immersion.

The implementation was carried out during a single academic year. In the winter semester, instruction followed the conventional grammar-translation method using a standard textbook. In the summer semester, the game's Latin text became the central teaching material, used for reviewing grammar, introducing vocabulary, and practicing constructions such as the accusative with infinitive, with students working through scenes, preparing presentations, and exchanging the roles of teacher and learner. The results reported include near-universal first-attempt success on the grammar test (all students passed, mostly with grades of 4 or 5), and a survey of 24 participants in which 22 preferred the game over a conventional textbook, citing engagement, visual support, and enjoyment. Student evaluations of the instructor also praised the innovative approach. The author concludes that the study supports the broader adoption of game-based and immersive methods in Latin instruction, though the small, single-institution sample limits how far these findings can be generalized.