Using Gamification to Enhance Second Language Learning

Using Gamification to Enhance Second Language Learning

I. What is Gamification?

The concept of Gamification is basically new, and according to Werbach and Hunter (2012), is the
use of game elements and game design techniques in non-game contexts. It is based in the
success of the gaming industry, social media, and decades of research in human psychology.
Basically, any task, assignment, process or theoretical context can be gamified.
The main objectives focuses on increasing the participation of a person, which most of the time is
called or mentioned as an “user”, and motivate him/her by incorporating game elements and
techniques, like leaderboards and immediate feedback. This creates in the users a sense of
empowerment and engagement in the way they work thru processes and achieve tasks. In
addition, understanding the basic concepts of the games becomes essential at the time of
delineating and using Gamification as strategy. But even before thinking about the motivational
aspects that this concept provides, is necessary to re-visit the four components of the definition
which are: games, elements, design and non-game contexts.

a. Game elements

The regular design of patterns that design the games are known as game elements. Some of these
elements, sometimes described as components, are seen in most of the games nowadays,
including: points, badges, leaderboards, progress bars/progression charts, performance graphs,
quests, levels, avatars, social elements, and rewards. All these elements have different purposes
and can be adapted to basically any work, business or education related environment. A brief
definition of each element is provided in the table below:

Points Numeric accumulation based on certain activities.

Badges Visual representation of achievements for the use

shown online.
Leaderboards How the players are ranked based on success.

Progress bars/Progression Shows the status of a player.

Performance graph Shows player performance.

Quests Some of the tasks players have to fulfill in a game.

Using Gamification to Enhance Second Language Learning
Levels A section or part of the game

Avatars Visual representation of a player or alter ego.

Social elements Relationships with other user through the game.

Rewards/reward system System to motivate players that accomplish a quest.

Table 3. Game elements and definitions

Each game element used in Gamification enhances automatically the teaching and learning process
of L2. Most of the games the public knows have these elements nowadays, but all of them follow a
systematic plan. Every game integrates three basic elements: meta-centered activities, rewards,
and progression (Dickey, 2005). This follows what is expressed by Smith- Robbins (2011), who
mentions that all game activities are meta-centered and have activities of this kind because they
are oriented towards a specific objective which ultimately focuses on winning by defeating
obstacles and other conditions, in order to achieve or complete a quest. In addition, and depending
on the context, each game employs a mechanism for the player to receive rewards or reward
system. There are three principal categories, which include: leaders, prizes or awards, and
achievements.
Using Gamification to Enhance Second Language Learning

Adjusted for Different Learning Styles

Many of children, particularly younger students, have very short attention spans. Children with a
background of spending time playing online games quickly adapt to the fast pace and the discrete
tasks required on each page or section of an online educational game. The speed of response and
immediate feedback through the system is also highly rewarding and motivating for students. The
immediate and personalized responses to the game allow kids of all levels to see real growth and
skill development.
Additionally, through the use of educational online games and programs, students with different
learning styles can be accommodated with ease. For the auditory learners, there are the sounds and
the lecture-style information. The visual learners will engage with the written text and the graphics
while kinesthetic learners have the ability to move about, interact and show their learning in
meaningful ways based on their learning styles.
Changes in the way a teacher approaches teaching to create a gamifying atmosphere in the
classroom will need to be a priority. Understanding what to change will always be a personal
decision based on your comfort with the method. Educators can choose to gamify an entire reading
unit, a single lesson or develop a class project using the structure.
Ideas for Gamifying a Reading Lesson
First, start by getting rid of the old terminology when talking to your students or when planning for
lessons. Instead of having assignments and tests kids will participate in challenges, quests or
battles and they have choices in how they demonstrate their knowledge.
In this way, the students are able to work to their own strengths and to also incorporate creativity
in their application of the knowledge. Including the class as part of the team of “game designers”
gives them ownership over their learning, which is a powerful motivator.
For example, after reading a specific novel (the quest) students can choose between one of several
challenges or battles to show their understanding. They could write an essay, design a board game,
put on a play or perhaps create a PowerPoint presentation. Each of these challenges would equate
to specific achievement badges, game points or even different player levels.
To recognize achievements for reading, a gamified classroom can include:

Individual badges students earn as they choose more challenging battles progressively or
complete selected challenges throughout the quest. Students can assist in deciding the different
levels and achievement rewards, with the teacher providing guidance and support. Younger children
will need more support than older kids familiar with this approach to learning.

Player interaction – one of the drawbacks of gamifying reading is the inability for immediate
feedback as is offered through computer programs. However, students can provide each other with
feedback with just a bit of training, encouragement and skill development.

Give Chances – in any game, players have multiple lives or are offered multiple attempts. By
incorporating this into your classroom management strategy, kids don’t see an error as a failure,
but rather an opportunity to complete the quest making different decisions.
Using Gamification to Enhance Second Language Learning

Learning Teams – many online games that older students play on a regular basis involve teams.
By having different learning groups within a classroom, students can talk about learning and
thinking, incorporating metacognition and peer learning strategies. For those students struggling
with specific concepts this peer to peer interaction can be very positive and help students to
understand that not everyone learns the same way, just as not everyone plays a game the same
way.
The key to any reading class gamification is to make it engaging and motivating for the students.
Teachers will also find the collaborative emphasis and the focus on multiple paths to achievement as
a refreshing change from tests, standardized assignments and boring lesson lectures. To get
started, try out some of the classroom gamifying software available, allowing you to quickly set up
quests, recognition programs, points monitoring and to get direct feedback from students.

II. Gamification Apps for Enhancing anf Motivating Second Language Learning

The use of Gamification in L2 learning has brought the use of many tools to enhance the language
learning process and motivate the learners. It’s very important to remember that in a gamified
classroom setting the tool will serve a purpose and it shouldn’t substitute the target goal of the unit
or module. This is also essential in L2 learning. With many tools to choose from in educational
technology, the L2 educator needs to use them accordingly to the target audience and combine it
with the appropriate language learning approach or strategy. These Gamification tools are
frequently used in L2 learning: Duolingo, Class Dojo, Edmodo, Zondle, Socrative, and Brainscape.

a. Duolingo

Is a Gamification language learning translation platform where users progress through several
levels. It works for iPhone, iPod Touch, iPad, and Android. It covers the areas of speaking,
listening, grammar and vocabulary necessary for L2 learning and content is always presented in
whole sentences. The user can select between six languages including English, Spanish,
Portuguese, Italian, German, and French. The feedback is immediate and the learner can easily
track progress. Educators can use it as part of daily homework. It motivates student-driven work
along with communication and collaboration.

b. Class Dojo

Previously in the article, this application was presented as a pure example of Gamification. This
main purpose of Class Dojo is to provide the instructor with a platform for student behavior
management. It also helps in motivating L2 elementary school learners thru strategies that
combine avatars, points, and leaderboards. Parents can be involved and connect with the educator.
It track, shares, and evaluate student participation along with immediate feedback. It lets L2
learners adjust to a new language by easing the transition in a flexible way. It can be accessed via
the Web interface or an Android or iOS app.

c. Edmodo

It’s a safe social networking platform for education with Gamification elements like badges and
quests. It can be used as an extension of the classroom for all educational levels. In addition, it
Using Gamification to Enhance Second Language Learning
has an interface very similar to Facebook. Students can comment on posts, submit assignments,
and track their progress. Educators can post polls, open discussion boards, design quizzes, and
post assignment. It’s a great motivating tool for L2 instruction because it promotes collaborative
learning, teamwork, and parents have an account where they can receive feedback from the
instructor. In addition the L2 learner can practice spelling and grammar through conversational
postings and could create differentiated instruction through small groups and shared folders.
Edmodo works with any Web browser, iPad, iPhone, iPod Touch, Android, Windows Phone.

a. Zondle

It is a Game Based Learning platform that incorporates Gamification. Using it the educator can
create quizzes and has plenty of content. Student will be engaged with the games. Most educators
use it as a reward. It’s great for homework and practice. The Zondle experience benefits L2
language instruction based on the exercises/quizzes it has. Also the progress tracking and other
elements like avatars, leaderboards, and Zollars, which are elements that increases or decreases
based on the answers to the quizzes and the engagement. Students can use Zondle thru web
browsers, smartphones and tablets.

b. Socrative

Is a dynamic smart student response system that engages students via smart phones, tablets, and
laptops, and empowers educators to formative and summative assessing their students. It’s a
great tool for the L2 classroom because students can answer questions forgetting about the stress
involved in trials and errors, which lowers anxiety. It allows the users to import images to the
question items and it feature Gamification strategies including live results, immediate feedback,
and effortless data analysis.

c. Brainscape

Is a Web based and mobile app platform, which integrates customizable flashcard to track student
progress. The method is known as confidence based repetition. It’s a great enhancer and motivator
for L2 vocabulary learning. In addition, it provides automatic feedback, reinforcement and specific
phrases in the target language along with sentence construction. Audio is provided for the
language cards. It demands students to think critically about their learning
Using Gamification to Enhance Second Language Learning