Gamification as technology enabler in SEN and DHH education (original) (raw)
Related papers
IJFMR23069649, 2023
In response to the evolving demands of language education, especially within the context of Moroccan academia, this study investigates the integration of Information and Communication Technology (ICT)-Based gamification in English Language Teaching (ELT). With the growing need for English proficiency, educators and policymakers seek innovative strategies to enhance language instruction. This research, employing a robust quasi-experimental design, explores the impact of ICT-Based gamification on English language proficiency in Moroccan educational settings. Utilizing digital contexts such as mobile apps and online platforms, the study scrutinizes the practical implementation of gamified teaching methods, exemplified by tools like "Kahoot." A comparative analysis between a control group following traditional instruction and an experimental group immersed in ICT-based gamification forms the crux of this investigation, aiming to unveil its true effectiveness and transformative potential. The study's findings highlight the multifaceted benefits of ICT-based gamification, elucidating its impact on students' motivation, comprehension, achievements, and classroom behavior in English language learning. Beyond contributing to language teaching discourse, this study offers practical guidance for Moroccan educators and policymakers, presenting avenues to optimize English teaching methodologies within the dynamic, globalized digital educational landscape. In a world where linguistic competence and technological proficiency are integral, the seamless integration of ICT-based gamification emerges as a promising avenue to enhance English language understanding, elevate motivation, minimize disruptive behaviors, amplify learning outcomes, and reshape the pedagogical landscape in Moroccan education.
The playful frame: gamification in a French-as-a-foreign-language class
Innovation in Language Learning and Teaching, 2016
There is increased interest in the use of gamification as an innovative practice in the field of training and education. Based on the use of game mechanics, gamification aims at engaging students in their learning. However, there is not much research on the use of gamification in school settings, especially when it comes to foreign language learning; hence, we know little about to what extent this aim is actually fulfilled. This study intends to contribute to filling this research gap. Silva’s four dimensions of play – built from Henriot’s theory of play – are used as an analytical framework to study a teaching situation where a gamified application, developed for this research project, was introduced in a French-as-a-foreign-language class in a Norwegian upper secondary school. This article focuses on the students’ engagement in their learning activities and their control over the tasks. The interaction analysis of video data reveals that students are indeed showing expressions of playfulness and autonomy. The analysis also shows that the students are engaged in the activity and are voluntarily completing additional language tasks. These findings are promising for the use of gamified resources in foreign language learning classes. Keywords: Gamification; game-based learning; playfulness; learner autonomy; foreign language learning
Integration of gamification to assist literacy in children with special educational needs
2018 IEEE Global Engineering Education Conference (EDUCON), 2018
Nowadays, the use of mobile applications is gaining popularity among people, spreading to different areas. Specifically, the use of mobile applications has boomed in the field of education, with the increasing variety of applications in the application stores (PlayStore, AppStore, etc) that address specific problems of stories becoming increasingly common in the market like: problems of reading, writing, mathematics and other topics. On the other hand, the special education is an area of attention to children with special educational needs such as attention deficit, intellectual disability, speech problems, among other problems. Specifically, children who have problems in literacy with special educational need, face a challenge during their learning process of reading and writing. Because of this, special education has begun to incorporate the use of technology through the use of mobile applications in the classroom. In this context, we believe that teaching strategies can be adapted to the development of competences, both specific and transversal, in special education students, while at the same time they can increase students motivation during their learning process. These elements are known as gamification techniques.There is a seies of gamification techniques that can be incorporated into the learning process in children with special educational needs. The present work exposes the gamification techniques incorporated in a playful way in mobile applications, as well as a methodological proposal for the integration of these techniques in special education enviroments, making a case study in conjunction with teachers and special education children. First section of the article consits of a brief introduction to the reader on the subject of the gamification techniques, in wich they are found and some examples of gamification techniques used. Section II exposes the problem that can be solved in this work, section III presents the methodology used for the preparation of this work, describing each of the stages by wich it is composed. Section IV presents the case study that was conducted in conjuntion with special education children and finally section V discusss the results and conclusions that wre obtained from the work done.
2018
One of the main challenges in Dutch education are students who may not be much interested in language learning. Gamification may have the potential to let today's students enjoy learning. This dissertation has three main aims. The first aim is to examine how Gamification affects secondary school learners' experience in the FL/L2 classroom. The second aim is to find out which playing patterns appear in a gamified online course. Finally, third aim is to better understand how the Moodle app supports a gamified language programme. These aims contribute to a better understanding of the affordances of Gamification in FL/L2 education, specifically in the context of a secondary school. An Exploratory Research (ER) was conducted to examine the learners' experience in gamified language learning. A technology-assisted gamified language course for German as a Foreign Language, called MISSION BERLIN, was developed, implemented and evaluated. Data collection methods include semistructured focus group interviews with all students, an online survey and Moodle logs. Results indicate that there are certain game elements that are more useful in a mobile Moodle environment than others, and that structure and duration of the course and visual design of the Moodle platform influence the students' learning experience. The dissertation concludes with suggested improvements and final considerations for the implementation of a gamified course for FL/L2 learning.
Gamification in Foreign Language Teaching: Do You Kahoot?
2017
The use of ICT tools in traditional classrooms has become essential in recent years, due to the rapid introduction of new technological tools (tablets, smartphones), as well as new programs and applications that offer a huge number of possibilities applicable in teaching. The combination of traditional ways of teaching with the incorporation of (on-line) games, or "gamified activities" can prove to be a good strategy in foreign language teaching. As a relatively new pedagogical strategy, gamification implies the use of game elements and game design techniques in a non-game context, such as classroom. The tool that will be presented in this paper is Kahoot, an online free application accessible for the teachers of all subjects and suitable for foreign language classes. According to the students' responses, positive results of this gamifying application would be: increase of motivation, easiness of grammar or lexical revision, better acquisition of new structures, and maybe the most important: increase of positive relations with the teaching subject.
Gamification for Learning English as a Second Language in Sri Lanka
Education Quarterly Reviews, 2024
Despite the global importance of English proficiency, Sri Lankan students often struggle with mastering the language, as reflected in the country's unsatisfactory ranking in the English Proficiency Index (EPI). The traditional classroom-based teaching methods in Sri Lanka have not effectively addressed these challenges, necessitating innovative approaches to language learning. Gamification, the integration of gaming elements into non-game environments, has shown promising outcomes in enhancing learning motivation and academic performance, particularly in developed nations. However, its application within the Sri Lankan educational context remains limited. This study examines the potential of gamification in learning English as a second language (LESL) in Sri Lanka and identifies factors favourable to its integration into the education system. Key factors include the growing technological infrastructure, high internet penetration, and positive attitudes towards technology among students and teachers. By applying gamification to the educational context, Sri Lanka can revolutionise its language acquisition strategies, bridging the proficiency gap and creating a more engaging and effective learning environment essential for success in today's globalised world.
Gamification, the introduction of game design mechanics and elements into non-game contexts, has received growing attention in educational circles owing to its potential ability to motivate and engage. In this paper, we describe the use of select gamification mechanics in an undergraduate Spanish Language class to get students " back in the game " in order to increase their engagement in out-of-class online activities. We used an action research approach with a sample of 139 participants from the Papine campus of the University of Technology, Jamaica for a period of five weeks. Specifically we integrated experience points, levels, challenges and badges within the out-of-class online component of the course in week 9 of the 13-week semester. e results were encouraging as in the five weeks of the gamified course, we found strong evidence of learner engagement in the out-of-class online component of Spanish Language 2. More than 70% of the students accessed and downloaded the reading materials , more than 75% of the students completed each activity given, and approximately 73% of the learners participated in the challenges. Additionally, a cumulative total of five hundred and fifty-nine (559) digital badges were awarded based on learner activity completion or outstanding performance. Although the findings warrant more prolonged research into gamification and learner engagement, the preliminary results hold much promise for the out-of-class online component of Foreign Language courses taught at UTech, Jamaica.
Gamification In Moroccan Schools
The purpose of this research is to raise the issue of Gamification, which is a teaching methodology that I suggest in this research as a solution to the teaching of French and Arabic in Morocco. This work argues mainly on how we can solve the problems that the teaching of French and Arabic face alluding to Gamification. The first part of this research is the review of the literature in which I define the concept "Gamification", talk about the history of its use, its motivational aspect, and how we can verify whether a game is motivational or not. The second and final part focuses on the methods used in teaching French and Arabic in Moroccan primary and junior high schools, and the analysis of primary and secondary data that are taken from different primary and junior high schools.