Benefits of Gamification in Second Language Learning

Authors

DOI:

https://doi.org/10.5944/epos.38.2022.33785

Abstract

Teaching methods have evolved substantially over time, as students’ learning styles and needs nowadays are different from those that students used to have in the past. That is the reason why the integration of technology in the language learning process has been progressively introduced in the classrooms. Mobile Learning and gamification are only some of the most recent trends. Gamification in education refers to the use of game design elements in educational contexts. The aim of this paper is to discuss the benefits derived from gamification in second language learning in the areas of vocabulary and grammar learning, language and soft skills development, and second language assessment. Some of the benefits found in this study include frequent and personalized feedback, development of social learning, and an increased motivation.

Downloads

Download data is not yet available.

Author Biography

Luis Ángel Gil-Acirón, Universidad Nacional de Educación a Distancia (UNED)

Luis Angel Gil-Aciron holds a Ph.D. in English Philology from the Universidad Nacional de Educación a Distancia (UNED), an M.A. in Information and Communication Technologies in Language Teaching and Processing, an M.A. in Teacher Training for Compulsory and Upper Secondary Education, Vocational Education and Training, and Language Teaching, a B.A. in Educational Psychology, and a B.A. in Elementary Education with majors in English and Special Education. He is currently working as a Technical Advisor for Foreign Language Education at the Department of Education, Culture and Sports of the Government of Aragón, Spain. His research interests primarily lie in the area of second language acquisition, ICT in education, and educational gamification.

References

ABRAMS, S. S., and WALSH, S. (2014): “Gamified vocabulary: Online resources and enriched language learning”, Journal of Adolescent & Adult Literacy, 58.1, pp. 49–58. https://doi.org/10.1002/jaal.315

AMES, C. (1990): “Motivation: What teachers need to know”, Teachers College Record, 91.3, pp. 409–421.

AMES, C. (1992): “Classrooms: Goals, structures, and student motivation”, Journal of Educational Psychology, 84.3, pp. 261–271. https://doi.org/10.1037/0022-0663.84.3.261

ATHANASOPOULOS, G., LUCAS, C., CIERRO, A., GUÉRIT, R., HAGIHARA, K., CHATELAIN, J., LUGAN, S., and MACQ, B. (2018): “King’s speech: pronounce a foreign language with style”, Journal of Science and Technology of the Arts”, 10.2, pp. 39–48. https://doi.org/10.7559/citarj.v10i2.414

AUSUBEL, D. P., and YOUSSEF, M. (1965): “The effect of spaced repetition on meaningful retention”, Journal of General Psychology, 73.1., pp. 147–150. https://doi.org/10.1080/00221309.1965.9711263

BABER, W. (2015): “Course level gamification for higher education TEFL in Japan”, AGON, International Journal of Cultural, Linguistic and Literary Studies, 3.7, pp. 188–209.

BERNS, A., PALOMO-DUARTE, M., DODERO, J. M., and VALERO-FRANCO, C. (2013): “Using a 3D online game to assess students’ foreign language acquisition and communicative competence”, Scaling up learning for sustained impact, eds. D. Hernández-Leo, T. Ley, R. Klamma, and A. Harrer, Heidelberg, Springer, pp. 19–31.

BOYINBODE, O. (2018): “Development of a gamification-based English vocabulary mobile learning system”, International Journal of Computer Science and Mobile Computing, 7.8, pp. 183–191.

BROWN, H. D. (2000): Principles of language learning and teaching, 5th ed., New York, Pearson Education.

BUCKINGHAM, J. (2014): “Open digital badges for the uninitiated”, The Electronic Journal for English as a Second Language, 18.1, pp. 1–11.

BUNCHBALL (2010): Gamification 101: An introduction to the use of game dynamics to influence behavior [White paper]. http://jndglobal.com/wp-content/uploads/2011/05/gamification1011.pdf

BURKE, B. (2014): Gamify: How gamification motivates people to do extraordinary things, Brookline, Bibliomotion and Gartner.

CAPLE, C. (1996): The effects of spaced practice and spaced review on recall and retention using computer assisted instruction [Doctoral dissertation, University of Michigan (United States)].

CARROLL, J. M. (1982): “The adventure of getting to know a computer”, Computer, 15.11, pp. 49–58. https://doi.org/10.1109/MC.1982.1653888

CARROLL, J. M., and THOMAS, J. M. (1988): “Fun”, ACM SIGCHI Bulletin, 19.3, pp. 21–24. https://doi.org/10.1145/49108.1045604

CHEONG, C., CHEONG, F., and FILIPPOU, J. (2013): “Quick quiz: A gamified approach for enhancing learning”, Proceedings of the Pacific Asia Conference on Information Systems, eds. J. N. Lee, J. Y. Mao, and J. Thong, AIS Electronic Library, pp. 1–14.

CLARK, R. C., and MAYER, R. E. (2011): E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, 3rd ed., San Francisco, Pfeiffer.

CLEMENT, J. (2021, June 1): “Number of gamers worldwide from 2015 to 2023”, Statista. https://www.statista.com/statistics/748044/number-video-gamers-world/

CRUAUD, C. (2018): “The playful frame: gamification in a French as a foreign language class”, Innovation in Language Learning and Teaching, 12.4, pp. 330–343. https://doi.org/10.1080/17501229.2016.1213268

DETERDING, S., DIXON, D., KHALED, R., and NACKE, L. E. (2011a): “From game design elements to gamefulness: Defining ‘gamification’”, Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, ed. A. Lugmayr, ACM, pp. 9–15. https://doi.org/10.1145/2181037.2181040

DETERDING, S., DIXON, D., KHALED, R., and NACKE, L. E. (2011b): “Gamification: Toward a definition”, Proceedings of the CHI 2011 Gamification Workshop, ACM, pp. 1–5.

DICHEV, C., and DICHEVA, D. (2017): “Gamifying education: What is known, what is believed and what remains uncertain. A critical review”, International Journal of Educational Technology in Higher Education, 14.9, Article 9. https://doi.org/10.1186/s41239-017-0042-5

DINDAR, M., REN, L., and JÄRVENOJA, H. (2021): “An experimental study on the effects of gamified cooperation and competition on English vocabulary learning”, British Journal of Educational Technology, 52.1, pp. 142–159. https://doi.org/10.1111/bjet.12977

DOYLE, A. (2020, February 21): “What are soft skills?”, The Balance. https://www.thebalance.com/what-are-soft-skills-2060852

EBBINGHAUS, H. ([1885] 1913): Memory: A contribution to experimental psychology, trans. H. A. Ruger and C. E. Bussenius, New York, Teachers College Press. https://doi.org/10.1037/10011-000

EHRMAN, M., and OXFORD, R. (1990). “Adult learning styles and strategies in an intensive training setting”, The Modern Language Journal, 74.3, pp. 311¬–327. https://doi.org/10.1111/j.1540-4781.1990.tb01069.x

EL-MAGD, M. A. (2017): “Guided discovery-based gamified tasks for improving primary pupils’ grammar learning”, CDELT Occasional Papers, 63, pp. 1–34.

FIGUEROA, J. (2015): “Using gamification to enhance second language learning”, Digital Education Review, 21, pp. 32–54.

FOGG, B. J. (2002): “Persuasive technology: Using computers to change what we think and do”, Ubiquity, 2002.December, Article 5. https://doi.org/10.1145/764008.763957

FRITH, J. H. (2012): Constructing location, one check-in at a time: Examining the practices of foursquare users [Doctoral dissertation, North Carolina State University (United States)].

GLOVER, I. (2013): “Play as you learn: Gamification as a technique for motivating learners”, Proceedings of the 2013 World Conference on Educational Multimedia, Hypermedia and Telecommunications, eds. J. Herrington, A. Couros, and V. Irvine, AACE, pp. 1999¬–2008.

GODOY, M. (2019): “La gamificación desde una reflexión teórica como recurso estratégico en la educación”, Revista Espacios, 40.15, p. 25.

GOEHLE, G. (2013): “Gamification and web-based homework”, Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23.3, pp. 234–246. https://doi.org/10.1080/10511970.2012.736451

HÄGGLUND, P. (2012): Taking gamification to the next level. A detailed overview of the past, the present and a possible future of gamification [Doctoral dissertation, Umea Universitet (Sweden)].

HART, B., and RISLEY, T. (1995): Meaningful differences in the everyday experience of young American children, Baltimore, Paul H. Brookes Publishing.

HATTIE, J., and TIMPERLEY, H. (2007): “The power of feedback”, Review of Educational Research, 77.1, pp. 81–112. https://doi.org/10.3102/003465430298487

HAYS, R. T. (2005): The effectiveness of instructional games: A literature review and discussion, Orlando, Naval Air Warfare Center Training Systems Division. https://doi.org/10.21236/ada441935

HUANG, W., and SOMAN, D. (2013): A practitioner’s guide to gamification of education, Toronto, Rotman School of Management, University of Toronto.

IDEK, S. (2019): “Developing soft skills through gamified English language activities (Zombie Challenge Series)”, PEOPLE: International Journal of Social Sciences, 5.1, pp. 894–905. https://dx.doi.org/10.20319/pijss.2019.51.894905

INCENTIVE RESEARCH FOUNDATION (2014): Gamification done right - The do’s and don’ts [White paper]. https://theirf.org/am-site/media/gamification-done-right---the-dos-and-donts.pdf

JOHANNES, N., VUORRE, M., and PRZYBYLSKI, A. K. (2021): “Video game play is positively correlated with well-being”, Royal Society of Open Science, 8, Article 202049. https://doi.org/10.1098/rsos.202049

KAPP, K. M. (2012): The gamification of learning and instruction: Game-based methods and strategies for training and education, San Francisco, Pfeiffer.

KAPP, K. M., BLAIR, L., and MESCH, R. (2014): The gamification of learning and instruction fieldbook: Ideas into practice, San Francisco, Wiley.

KE, F. (2009): “A qualitative meta-analysis of computer games as learning tools”, Handbook of research on effective electronic gaming in education, ed. R. Ferdig, London, IGI Global, pp. 1–32.

KIANY, G. R. (1998): “English proficiency and academic achievement in relation to extroversion: A preliminary study”, International Journal of Applied Linguistics, 8.11, pp. 113–129. https://doi.org/10.1111/j.1473-4192.1998.tb00123.x

KIM, A. [Google TechTalks]. (2011, March 23): Smart gamification: Designing the player journey [Video]. YouTube. http://youtu.be/B0H3ASbnZmc

KOCADERE, S. A., and ÇAĞLAR, S. (2015): “The design and implementation of a gamified assessment”, Journal of e-Learning and Knowledge Society, 11.3, pp. 85–99. https://doi.org/10.20368/1971-8829/1070

LADLEY, P. (2011): “Gamification, education and behavioural economics”, Games ED: Innovation in Learning, September, pp. 1–6.

MALONE, T. W. (1981): “Toward a theory of intrinsically motivating instruction”, Cognitive Science, 4, pp. 333–370.

MARCZEWSKI, A. (2015): Even ninja monkeys like to play: Gamification, game thinking and motivational design, Wroclaw, CreateSpace Independent Publishing Platform.

MARCZEWSKI, A. (2020, January 17): “Analogue vs digital gamification”, Gamified UK. https://www.gamified.uk/2020/01/17/analogue-vs-digital-gamification-2/

MCGONIGAL, J. (2012): Reality is broken: why games make us better and how they can change the world, London, Vintage.

MEECE, J. L., ANDERMAN, E. M., and ANDERMAN, L. H. (2006): “Classroom goal structure, student motivation, and academic achievement”, Annual Review of Psychology, 57, pp. 487–503. https://doi.org/10.1146/annurev.psych.56.091103.070258

METWALLY A. H. S., CHANG, M., WANG, Y., and YOUSEF, A. M. F. (2021): “Does gamifying homework influence performance and perceived gameful experience?”, Sustainability, 13.9, p. 4829. https://doi.org/10.3390/su13094829

METWALLY, A. H. S., YOUSEF, A. M. F., and YINING, W. (2019): “Investigating the effects of gamifying homework on students' perceived satisfaction, behavioral intention and intrinsic motivation”, Proceedings of the 3rd International GaminFIN Conference (GamiFIN 2019), ACM, pp. 47–57.

MUFIDAH, N. (2016): The effect of gamification on English language anxiety and grammar achievement [Master’s dissertation, Widya Mandala Surabaya Catholic University (Indonesia)].

MYERS, I. B. (1962): The Myers-Briggs type indicator: Manual, Palo Alto, Consulting Psychologists Press. https://doi.org/10.1037/14404-000

NEW MEDIA CONSORTIUM (2014, January 31): “Horizon report on technology and higher education”, Educause. https://library.educause.edu/resources/2014/1/2014-horizon-report

OCRICIANO, M. (2016): “IELTS Writing: A gamification journey”, Cambridge English Research Notes, 64, pp. 31–38.

OLIVEIRA, S., and CRUZ, M. (2018) “The gamification Octalysis framework within the Primary English teaching process: The quest for a transformative classroom”, Revista Lusófona de Educação, 41.41, pp. 63–82. https://doi.org/10.24140/issn.1645-7250.rle41.04

PALOMO-DUARTE, M., BERNS, A., DODERO, J. M., and CEJAS, A. (2014): “Foreign language learning using a gamificated app to support peer-assessment”, Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, ed. F. J. García-Peñalvo, ACM, pp. 381–386. https://doi.org/10.1145/2669711.2669927

PARDOEL, B., PAPADIMA-SOPHOCLEOUS, S., and ATHANASAIOU, A. (2018): “Moodle app gamification features and their potential for foreign language learning”, WorldCALL 2018 – CALLing all the CALLers Worldwide 2018, pp. 94–97. https://doi.org/10.6084/m9.figshare.9905246

PERRY, B. (2015): “Gamifying French language learning: A case study examining a quest-based, augmented reality mobile learning tool”, Procedia-Social and Behavioral Sciences, 174, pp. 2310–2317. https://doi.org/10.1016/j.sbspro.2015.01.892

PINTRICH, P. R. (2003): “A motivational science perspective on the role of student motivation in learning and teaching contexts”, Journal of Educational Psychology, 95.4, pp. 667–686. https://doi.org/10.1037/0022-0663.95.4.667

PRENSKY, M. (2001): Digital game-based learning, New York, McGraw-Hill.

RANDEL, J. M., MORRIS, B. A., WETZEL, C. D., and WHITEHILL, B. V. (1992): “The effectiveness of games for educational purposes: A review of recent research”, Simulation & Gaming, 23.3, pp. 261–276. https://doi.org/10.1177/1046878192233001

REEVES, B., and READ, J. L. (2009): Total engagement: Using games and virtual worlds to change the way people work and businesses compete, Boston, Harvard Business School Press.

REINHARDT, J. (2019): Gameful second and foreign language teaching and learning: Theory, research and practice, Tucson, Palgrave-Macmillan.

REITZ, L., SOHNY, A., and LOCHMANN, G. (2016): “VR-based gamification of communication training and oral examination in a second language”, International Journal of Game-Based Learning (IJGBL), 6.2, pp. 46–61. https://doi.org/10.4018/IJGBL.2016040104

RICHARDS, C. (2003): “Teach the world to twitch: An interview with Marc Prensky, CEO and founder of Games2train.com”, FutureLab. www.futurelab.org.uk/resources/publications_reports_articles/web_articles/Web_Article578.

RICHTER, F. (2020, September 22): “Gaming: The most lucrative entertainment industry by far”, Statista. https://www.statista.com/chart/22392/global-revenue-of-selected-entertainment-industry-sectors/

ROBINSON, D., and BELLOTTI, V. (2013): “A preliminary taxonomy of gamification elements for varying anticipated commitment”, Proceedings of the ACM CHI 2013 Workshop on Designing Gamification: Creating Gameful and Playful Experiences, ACM, pp. 1–6.

SCHRADER, P.G., and MCCREERY, M. (2012): “Are all games the same? Examining three frameworks for assessing learning from, with, and in games”, Assessment in game-based learning: Foundations, innovations, and perspectives, eds. D. Ifenthaler, D. Eseryel, and X. Ge, New York, Springer, pp. 11–28.

SCHUNK, D. H., PINTRICH, P. R., and MEECE, J. L. (2010): Motivation in education: Theory, research, and applications, Boston, Pearson.

SHARP, A. (2008): “Personality and second language learning”, Asian Social Science, 4.11, pp. 17–25. https://doi.org/10.5539/ass.v4n11p17

SITZMANN, T. (2011): “A meta-analytic examination of the instructional effectiveness of computer-based simulation games”, Personnel Psychology, 64.2, pp. 489–528. https://doi.org/10.1111/j.1744-6570.2011.01190.x

STANLEY, G. (2014): “Using the IWB to support gamification in order to enhance writing fluency in the secondary language classroom”, Teaching languages with technology: Communicative approaches to interactive whiteboards use (A resource book for teacher development), eds. E. C. Schmid, and S. Whyte, New York, Bloomsbury Academic, pp. 152–173.

THOM, J., MILLEN, D., and DIMICCO, J. (2012): “Removing gamification from an enterprise SNS”, Proceedings of the ACM 2012 Conference on Computer Supported Cooperative Work, eds. S. Poltrock, C. Simone, J. Grudin, G. Mark, and J. Riedl, ACM, pp. 1067–1070. https://doi.org/10.1145/2145204.2145362

TRI ENDARTO, I. (2017): “Gamifying language testing through web-based platforms”, Proceedings of the International Conference on English Language Teaching (ICONELT), ed. I. Rakhmawati, Atlantis Press, pp. 130¬–134. https://doi.org/10.2991/iconelt-17.2018.29

VOGEL, J. J., VOGEL, D. S., CANNON-BOWERS, J., BOWERS, C. A., MUSE, K., and WRIGHT, M. (2006): “Computer gaming and interactive simulations for learning: A meta-analysis”, Journal of Educational Computing Research, 34.3, pp. 229–243. https://doi.org/10.2190/FLHV-K4WA-WPVQ-H0YM

VOLKSWAGEN (2009a, October 26): The Fun Theory 1 – Piano Staircase Initiative I Volkswagen [Video]. YouTube. https://www.youtube.com/watch?v=SByymar3bds

VOLKSWAGEN (2009b, October 26): The Fun Theory 2 – An Initiative of Volkswagen: The World’s Deepest Bin [Video]. YouTube. https://www.youtube.com/watch?v=qRgWttqFKu8

WERBACH, K., and HUNTER, D. (2012): For the win: How game thinking can revolutionize your business, Philadelphia, Wharton Digital Press.

WERBACH, K., and HUNTER, D. (2015): The gamification toolkit: Dynamics, mechanics, and components for the win, Philadelphia, Wharton Digital Press.

WOLFE, J. A. (1997): “The effectiveness of business games in strategic management course work”, Simulation & Gaming, 28.4, pp. 360–376. https://doi.org/10.1177/1046878197284003

WOOD, L. C., TERÄS, H., REINERS, T., and GREGORY, S. (2013): “The role of gamification and game-based learning in authentic assessment within virtual environments”, Research and development in higher education: The place of learning and teaching, eds. S. Frielick, N. Buissink-Smith, P. Wyse, J. Billot, J. Hallas, and E. Whitehead, Auckland, Higher Education Research and Development Society of Australasia, pp. 514–523.

ZARZYCKA-PISKORZ, E. (2016): “Kahoot it or not? Can games be motivating in learning grammar?”, Teaching English with Technology, 16.3, pp. 17–36.

ZICHERMANN, G. [Google TechTalks]. (2010, November 2): Fun is the future: Mastering gamification [Video]. YouTube. http://www.youtube.com/watch?v=6O1gNVeaE4g

ZICHERMANN, G., and CUNNINGHAM, C. (2011): Gamification by design: Implementing game mechanics in web and mobile apps, Sebastopol, O'Reilly Media.

ZICHERMANN, G., and LINDER, J. (2010): Game-based marketing: Inspire customer loyalty through rewards, challenges, and contests, Hoboken, Wiley.

Downloads

Published

2022-12-19

How to Cite

Gil-Acirón, L. Ángel. (2022). Benefits of Gamification in Second Language Learning. Epos : Revista de filología, (38), 103–126. https://doi.org/10.5944/epos.38.2022.33785