Gamification in the Classroom (original) (raw)
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Research Journal of Language, Literature and Humanities, 2022
The language classroom is an ever-evolving space as teaching methodologies improve and develop from time to time, so does the teaching environment. With a more student-centred approach to teaching French, the need for innovation in the classroom becomes vital and thus, the use of fun, recreational and didactic games and activities also increases. This research paper aims at quantitatively measuring the use of games by French language teachers in India as well as understanding the reasons, motivations and hindrances to the activities and games played in a French as a Foreign Language classroom. The primary data was gathered through a questionnaire, based on a random selection of 150 teachers of French from all over India, as well as one-on-one interactions with senior academicians. This paper also lists the topics that teachers commonly use games for, and the challenges arising thereof, so as to develop the French Language teaching scenario in India and create apt pedagogical tools, especially by the key stakeholders in the French language education. It was found that teachers tended to prefer the usage of games to reduce language learning related anxiety and to ease the understanding and practice of grammatical and lexical concepts.
The effect of gamification on students’ motivation in learning English
2020
Motivation plays important role that drives learning. The application of games for educational purposes can boost students’ motivation. Nowadays, the game utilizes technology which enables students to experience enjoyment in a more accessible way. However, some games are not suitable for students. Hence, gamification, i.e., the implementation of game elements in a non-game context, serves as a solution to motivate students. This study aims to investigate the effect of gamification on students’ motivation in learning English. A game-based student response (GBSR) is an example of gamification. The case study method comprised an intrinsic and extrinsic motivation scale and a semi-structured interview to investigate the effect of gamification on students’ motivation in learning English. The study involved 13 eleventh grade students consisting of 10 females and 3 males students. The result indicated that the students experienced competence, autonomy, and relatedness in GBSR which led to ...
INTERDISCIPLINARY RESEARCH JOURNAL FOR HUMANITIES, 2023
This study looks at the efficacy, challenges, and future prospects of game-based language learning among Indian school children. Language learning has become an essential skill due to the rapid advancement of technology and the growing need for global communication. The linguistic diversity of India emphasises the importance of multilingualism in promoting crosscultural understanding and employability. Game-based language learning, which capitalises on the appeal of digital games, emerges as a promising pedagogical approach for engaging and motivating students in language acquisition. The paper conducts a thorough literature review, tracing the history of gamified language learning in India and investigating its potential applications and solutions. The results show that there is a positive impact on language proficiency, students' positive attitudes, and specific language skill enhancement. Implementation challenges, socio-cultural factors, and stakeholder perspectives are all discussed.
Improving Students’ Motivation in Learning English through Gamification
Jurnal Pendidikan Bahasa Inggris undiksha
In the event of world pandemic of COVID-19, emergency remote learning settings have become normalized in Indonesia and it has affected students’ motivation in learning. Educators around the world have found a way to enhance students’ motivation through gamification. Therefore this study aims to improve students’ motivation in learning English through gamification in online learning settings. This study was conducted at a Private Junior High School with 36 eighth graders. The method used in this study is Classroom Action Research (CAR). After conducting two cycles in the implementation phase, the result, supported by the questionnaire, interview, and observation data, shows how gamification is able to improve students’ motivation. In collecting the data, qualitative and quantitative method were used. The questionnaire as the quantitative data, consist of subdimensions of intrinsic and extrinsic motivation. As for the qualitative method, to identify the students’ problem, observation...
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.
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.
The use of educational technology has been improving in schools since the turn of the century. The current educational curriculum has been revamped to incorporate information, communications and technology (ICT). The immersion has either been a stand-alone subject or infused into elements of other subjects, most prominently in Science, Technology, Engineering and Mathematics (STEM). In some educational technology research, it has shown that infusion of technology has shown contrasting results when it came to teaching and learning. Although, there have also been studies that shown improvement in motivation of the students in this technology laced classrooms, yet it did not lead to a better cognitive understanding. Furthermore with the problems such as difficulty in accessing to technology, teacher misconception about technology usage in classroom, student disengagement towards learning in classroom, we could not see the full extent of the educational technology capability. And so this spawns for the introduction of games as an educational tool; as it is related with enjoyment and is far off from its relation to work. With the infusion of technology, it has produced off shoots such as game based learning, serious games and more recently gamification. As gamification refers to the inclusion of "gamefulness" to existing systems as opposed to creating an entirely new game; thus paves the way for easier implementation as an educational tool. Therefore this paper will discuss about the role of gamification as an educational technology tool in engaging and motivating students; based on analyses review of several literatures.
APPLICATION OF GAMIFICATION AND GAME-BASED LEARNING IN EDUCATION
Huge development of information and communication technologies in last 20 years has significantly influenced even the field of education. As a result, many new methods and forms of education have appeared. They utilize modern technologies in order to make educational processes more efficient. One of the most important changes may be the usage of e-learning which has-especially in the concept of guided self-studying-a positive effect. One of the latest trends in the education which applies information and communication technologies is the integration of elements of gamification and game-based learning. These approaches lie in application of elements of computer games, especially increased motivation, activation, joy of playing, problem solving, etc. They find their use mostly as extension of e-learning (study support). It is possible to find identical aspects also in the area outside the e-learning or the internet generally-in the field of the experiential education. The implementation of gamification and game-based learning into e-learning education is time and competency-demanding activity. Its main goal is to reach given educational objectives which may be supported from the structure point of view i.e. without direct influence on the contents of the education (gamification); or from the content point of view (game-based learning). The highest level is the synthesis of both mentioned approaches which leads to creation of comprehensive educational material. This paper deals with the aspects of gamification and game-based learning and with the exploitation of their potential in formal education as tools which make achieving of given goal more efficient. The paper also includes a model of a design of educational material (study support which uses gamification or game-based learning), both from the material structure and the material content point of view.
Students' perception toward gamification applied in English language classroom
ELT Forum: Journal of English Language Teaching
This study aims to find out the students' perception toward gamification applied on English language Classroom. Gamification emerged as an innovation in classroom teaching. The basic concept is to incorporate game elements into teaching, taking advantage of students' interest in games that can be used for the purposes of the teaching process. This study is conducted since there is still limited research that is conducted in Indonesia which analyses the students' perception toward the gamification utilization. This research used qualitative methods as a way to present research results from data collected. Data from this study were collected using two methods, namely online questionnaires, and interviews. This research shared questionnaires to 30 students. The questionnaire was a Likert-style close-ended question. From the research conducted, it was found that the majority of students' perceptions of gamification used in English classes was positive. The students belie...
Gamification and game-based learning: Future of education
International Journal of Humanities and Social Science Research, 2024
The term "gamification" in education refers to the introduction of features of games into the classroom with the goal of increasing student interest and engagement without the need for actual games whereas game-based learning employs actual games as the primary medium for teaching. These are not just games with educational content sprinkled in, but rather, they are designed from the ground up with educational objectives in mind. The studies revealed various advantages of using gamified learning in learners, including increased motivation, engagement, and academic accomplishment. The integration of gamification and game-based learning into the educational system has shown promising results worldwide, and the education sector stands to gain significantly from these innovative approaches.