The playful frame: gamification in a French-as-a-foreign-language class (original) (raw)
Related papers
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.
(Video) Games in the Language Classroom
2020
Gamification und Game-Based Learning, insbesondere im Zusammenhang mit modernen Technologien, werden in verschiedenen Bildungskontexten breit diskutiert. Nach einer allgemeinen Einführung in beide Konzepte befasst sich dieser Artikel mit einem gamifizierten Fernlernkurs zu Gamification und Game-Based Learning, welcher sich an zukünftige Fremdsprachenlehrer*innen richtet. Nach einer ausführlichen Diskussion des Kursdesigns, Classcraft als Gamification-Plattform sowie der gemachten Erfahrungen wird der Versuch unternommen, einige Schlüsselerkenntnisse zu verallgemeinern. Der Fokus liegt dabei auf Gamification und deren Rolle in der Hochschul- und Lehrer*innenbildung sowie ihrer Beziehung zum Fernunterricht. Als Hauptargument wird angeführt, dass traditionelle, belohnungsbasierte Spielmechanismen weniger vielversprechend sind, als ihre kreativen, narrativen, sozialen und auf den Menschen ausgerichteten Gegenstücke.
Revista Brasileira de Linguística Aplicada
The publication of a special issue on Games and Gamification by Revista Brasileira de Linguística Aplicada (RBLA-The Brazilian Journal of Applied Linguistics) recognizes the role of games and gamification in the discussions on language and language learning/teaching. It not only invites researchers to report on their most recent findings in the area, but also legitimizes its relevance and value in furthering studies in Applied Linguistics in Brazil. Games and Gamification The relationship between play and learning is not new. Historically, play has been recognized as a mediator of learning processes, including all phases of early childhood education, simulators for training, among other things. In Homo Ludens-a seminal work published in 1938 on playfulness in its various forms in cultures of all places and across time, the Dutch cultural historian Johan Huizinga argues that the activity of playing, or a playful attitude, is an archetypal experience that extends beyond human 1 Associate Professor at the Federal University of Minas Gerais (UFMG). The tenets of her research have been complexity theory, situated learning, communities of practice, Computer Assisted Language Learning (CALL) as well as mobile learning and mobile applications. 2 Professor of Secondary and Technical Education, and of the School of Letters-Publishing Technologies at the Federal Center for Technological Education of Minas Gerais (CEFET-MG). Dr Racilan specializes in language teaching and learning experiences in interface with digital technologies, mobile devices, digital games, and ecological approaches.
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 in foreign language teaching: A conceptual introduction
Hungarian Educational Research Journal
Over the past few years, the concept of gamification has gained increased attention in foreign language teaching research as it demonstrates potential to promote motivation and learner engagement. The authors of the paper believe that gamification can become an innovative and promising tool to help students overcome their motivational difficulties. When it comes to language learning and teaching, one of the major issues to be tackled is the differences among students in terms of academic achievement. Applying gamification in the field of education profoundly supports the process of teaching and learning by creating a supportive environment, which is reinforcing and enables individual progress. One specific feature of gamification is that it breaks down learning into elements, similarly to motivation theory, where goals are not uncommonly divided into subgoals. It also includes applying the characteristics of games, and implementing these in real-world situations, while generating sp...
Gamification: motivating language learning with gameful elements
2021
Gamification is a methodological strategy that uses “game design elements in non-game contexts” (Deterding, Dixon, Khaled, & Nacke, 2011, p. 10). The purpose of gamification is to engage people, motivate action, promote learning, and solve problems (Kapp, 2012). There are other educational approaches that use playful components but are different from gamification, such as game-based learning or serious games. In those two cases, all kinds of games (digital video games, table games, outdoor games, etc.) or educational games are used to achieve a learning goal. Within the language learning area, Reinhardt (2019) opts for the global concept of ‘gamefulness’ which embraces all types of vernacular games, serious games, and gamification.
ShodhGyan-NU: Journal of Literature and Culture Studies, 2024
The article explores the intricate dynamics of language acquisition, highlighting the fact that learning a language is a skill-based endeavour rather than just a subject of knowledge. Language learning primarily relies on mastering the fundamental language abilities, encompassing speaking, listening, reading, and writing. The intimate interaction between active and passive abilities, which results in a comprehensive language competency, highlights the interconnection of various talents. Incorporating games into language classrooms is lauded as an innovative and captivating teaching strategy, fostering engagement, and facilitating effective learning experiences. In addition to making language learning engaging, games enhance student’s engagement, teamwork, and the development of relationships. According to the study, games work as a conduit between the theoretical underpinnings of language learning and the actual, pragmatic application of the language. The study also emphasizes the cognitive and psychological advantages of using games to aid with language learning. It highlights how playing games fosters a joyful and positive learning atmosphere, making language learning engaging and entertaining. The research shows that games are a fantastic equalizer since they reduce stress, foster social interaction, and allow students of all skill levels to play and succeed. The research discusses the benefits of games for language learning and emphasizes the importance of bringing together different language skills in a learner-centered approach. Additionally, it highlights how games can help develop cooperative learning environments, lessen learning anxiety, and improve communicative competence. Thus, this study presents games as a potent and useful instrument in the toolset for teaching English, offering a comprehensive strategy for language learning that surpasses conventional techniques. The study emphasizes the need for innovative and engaging strategies to meet the demands of the rapidly evolving world. It highlights the value of creativity in educational methods and adds to the continuing conversation about cutting-edge language teaching approaches.
EDULEARN16 Proceedings, 2016
Gamification refers to taking concepts usually associated with videogames and applying them to other types of recreational activities. In itself gamification does not equate to games. It concerns a different concept that has less to do with games than with marketing, motivation and user loyalty. The idea behind our proposal begins with the consideration that, despite the current availability of more and better teaching tools, there are times when they are not effectively reflected in students' learning outcomes and skills obtainment. To a large extent, ensuring that students are fully motivated by and committed to the materials they must study involves finding the strengths that arouse their interest in those materials. No matter what the setting, from childhood we are attracted to games, which allow us to learn and practise skills that we later use in day-today life. Numerous studies show that games encourage learning, given that when fun features in the process, motivation is increased and stress lowered. It is clear that when students enjoy learning, students learn more and better. Videogames are a prominent type of game applied in the teaching environment. The use of videogames increases the degree of satisfaction, which in turn boosts learning and memorisation. Furthermore, videogames are interactive materials capable of attracting students' attention and securing the complete immersion of players in the task being performed, and at all times allowing them to decide what to do, in addition to encouraging competitiveness and collaborative work. To that we must add the fact that players obtain immediate feedback after each action during the game, allowing them to learn through trial and error, which are desirable features in a constructivist learning environment centred on the student. Finally, contrary to what may be thought, the teacher also has the possibility to play a part as occurs in traditional teaching. This is due to the fact that participants, when using video games, leave tracks that provide the teacher with clues about the progress of the activity on the course, and in a very precise manner that allows the teacher to act consequently. Our proposal has been designed by a wide group of teaching staff-called Aula.int-drawn from various departments of the Faculty of Translation and Interpreting of the University of Granada, with more than a decade's experience. Our projects are focussed on boosting the cross-relationship between different materials involved in the teaching of translation, for which we have designed a didactic model known as PATT (Professional Approach to Translator Training), and also created and facilitated access to tools and resources of interest in this field. With this project we seek to add gamification to our didactic model and to the already implemented teaching tools.
International Journal of Technology in Education
The purpose of this study is to identify key factors and barriers to implementing gamification in English Foreign language teaching. In alignment with the purpose of the study, the perspectives of English teachers (which grades) were obtained. This study was designed as a qualitative study. A total of 16 teachers participated in the study. Structured interview questions were used as the data collection instrument. The data obtained from the interviews were analyzed using content analysis. The result of the study demonstrated that most teachers use gamification in their English Foreign Language teaching. Some teachers who participated in the study indicated that gamification is very effective and important for their teaching and that they use gamification frequently in their teaching. Teachers emphasized that games facilitate language learning, ensure active class participation, make learning more enjoyable, and make the learning process effective and efficient. In addition, games fa...