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The essay reports on a mixed-methods study using an interactive fiction (IF) game to teach German vocabulary, reading, and culture to university students. The study measured knowledge retention and transfer, and evaluated the attitudes of students toward the game. The results tentatively indicate that contextualized, immersive role play may have helped students to learn. Nevertheless, most students were apprehensive about the game as a learning platform given the departure from traditional instruction. New research findings related to the software design and development process, and student involvement in this process, are also discussed. [ABSTRACT FROM AUTHOR]