Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 12 no. 1 (2023)

Gamification in Language Education: Reinforcement-Assessment Development Theory

Elisa Tapales

Discipline: Education

 

Abstract:

Gamified elements utilized inside the classroom pave the way to a more conducive learning environment, especially in teaching language subjects. This study developed a theory in language education capturing the process of reinforcing learning, assessing classroom outcomes, and developing concepts elicited through the interplay of gamification in instruction. Anchored from the Deductive Axiomatic Approach and gamification theory, this study used a mixed method design. Using descriptive statistics, descriptive qualitative analysis by Colaizzi, and document analysis, it uncovered the relationship of variables and factors affecting the impact of gamified elements employed in classroom discussion. A validated researcher-made questionnaire was administered and Virtual interviews and focus group discussions were conducted in order to gravitate information about gamification in language education. Axioms and propositions were generated. There are 5 axioms construed, namely; (1) Gamification sparks the content in language education to an interesting one; (2) Language education supported with gamified elements increases the attention span of the learners; (3) Gamification hastens the ability of the learners to finish answering the questions; (4) Gamification provides an efficient way of checking the answers in a positive way; (5) Gamification increases retention and promotes knowledge construction in language education. From these axioms, 10 propositions were formulated, namely; Gamification (1) should critically provoke the learners to think, (2) should consistently make the game-design elements attractive and friendly, (3) should capture the interest of the learners, (4) should be novel, (5) should have an easy way to accomplish an academic task, (6) should provide a unique reward system, (7) should reiterate progression than regression, (8) should have a real-time feedbacking of answers, (9) should have a lasting effect, and (10) should promote in generating new knowledge. With these axioms and propositions, the reinforcement-assessment-development theory of gamification in language education was generated.



References:

  1. Al-Dosakee, K., & Ozdamli, F. (2021). Gamification in teaching and learning languages: A systematic literature review. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 559-577.
  2. Alhammad, M. M., & Moreno, A. M. (2018). Gamification in software engineering education: A systematic mapping. Journal of S y s t e m s a n d S o f t w a r e , 1 4 1 , 1 3 1 - 1 5 0 .https://doi.org/10.1016/j.jss.2018.03.065
  3. Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and L e a r n i n g T e c h n o l o g y , 3 5 ( 1 ) , 5 6 - 7 9 . h ttp s://do i.o rg /10 .1 10 8 /IJ ILT -0 2 -2017 -0009
  4. Bakker, A. B. (2022). The social psychology of work engagement: state of the field. Career Development International.
  5. Bedwell, W. L., Pavlas, D., Heyne, K., Lazzara, E. H., & Salas, E. (2012). Toward a taxonomy linking game attributes to learning: an emp irical stud y. Simu latio n & Gaming , 43 (6 ), 729–760. https://doi.org/10.1177/1046878112439444.
  6. Boudadi, N. A., & Gutiérrez-Colón, M. (2020). Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019. The EuroCALL Review, 28(1), 57-69. https://orcid.org/0000-0002-8799-1681
  7. Burguillo, J. C. (2010). Using game theory and competition-based l ea rn in g to s ti m u la t e stu d en t m o t iv a t io n and p e r f o r m a n c e . Co mp u t e rs & E d u ca tio n , 5 5 (2 ), 566– 575. https://doi.org/10.1016/j.compedu.2010.02.018.
  8. Cabello, C., Abadiano, M., Mabitad, A., Pulma, D., & Hipe, A. (2022). Gamification in Education: The Motivation-Exploration- Implementation Theory. Turkish Online Journal of QualitativeInquiry, 12(7).
  9. Cechetti, N. P., Bellei, E. A., Biduski, D., Rodriguez, J. P. M., Roman, M. K., & De Marchi, A. C. B. (2019). Developing and implementing a gamification method to improve user engagement: A case study with an m-Health application for hypertension monitoring. Telematics and Informatics, 41, 126-138. https://doi.org/10.1016/j.tele.2019.04.007
  10. Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: a systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065.
  11. Cook, J., Ecker, U. K., Trecek-King, M., Schade, G., Jeffers-Tracy, K., Fessmann, J., & McDowell, J. (2022). The cranky uncle game—Combining humor and gamification to build studentresilience against climate misinformation. Environmental Education Research, 1-17. https://doi.org/10.1080/13504622.2022.2085671
  12. Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted L a n g u a g e L e a r n i n g , 3 4 ( 7 ) , 9 3 4 - 9 5 7 . https://doi.org/10.1080/09588221.2019.1648298
  13. Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández- Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63, 380 -392. https://doi.org/10.1016/j.compedu.2012.12.020
  14. Edumadze, J., & Demuyakor, J. (2022). Social media and higher education: what are the motivation for social media use by university faculty members in Ghana?. Shanlax International Journal of Arts, Science and Humanities, 9(3), 16-25.
  15. Haager, J. S., Kuhbandner, C., & Pekrun, R. (2018). To be bored or not to be bored—How task◻related boredom influences creative performance. The Journal of Creative Behavior, 52(4), 297-304.
  16. Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and D e v e l o p m e n t , 6 8 ( 4 ) , 1 8 7 5 - 1 9 0 1 .h ttp s://do i.o rg /10 .1 00 7 /s11 42 3 -020 -0 98 0 7 – z
  17. Kuo, M. S., & Chuang, T. Y. (2016). How gamification motivates visits and engagement for online academic dissemination–An empirical study. Computers in Human Behavior, 55, 16-27. https://doi.org/10.1016/j.chb.2015.08.025
  18. Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies. Applied Sciences, 12(13), 6809. https://doi.org/10.3390/app12136809
  19. Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8
  20. Liu, Y., Zhao, L., & Su, Y. S. (2022). The impact of teacher competence in online teaching on perceived online learning outcomes during the COVID-19 outbreak: A moderated-mediation model of teacher resilience and age. International Journal of Environmental Research and Public Health, 19(10), 6282.
  21. Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability, 13(4), 2247. https://doi.org/10.3390/su13042247
  22. Mohamad, S. N. M., Sazali, N. S. S., & Salleh, M. A. M. (2018). Gamification approach in education to increase learning engagement. International Journal of Humanities, Arts and Social Sciences, 4(1), 22-32. : https://dx.doi.org/10.20469/ijhss.4.10003-1
  23. Navarro-Espinosa, J. A., Vaquero-Abellán, M., Perea-Moreno, A. J., Pedrós-Pérez, G., Martínez-Jiménez, M. D. P., & Aparicio-Martínez, P. (2022). Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions. International Journal of Environmental Research and Public Health, 19(5), 2599.https://doi.org/10.3390/ijerph19052599
  24. Pereira, P., Duarte, E., Rebelo, F., Noriega, P. (2014). A Review of Gamification for Health-Related Contexts. In: Marcus, A. (eds) Design, User Experience, and Usability. User Experience Design for Diverse Interaction Platforms and Environments. DUXU 2014. Lecture Notes in Computer Science, vol 8518. Springer, Cham. https://doi.org/10.1007/978-3-319-07626-3_70
  25. Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158.
  26. Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809-4818.
  27. Qiao, S., Yeung, S. S. S., Shen, X., & Chu, S. K. W. (2022). The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes. British J o u r n a l o f E d u c a t i o n a l T e c h n o l o g y . https://doi.org/10.1111/bjet.13178 
  28. Rapp, A., Hopfgartner, F., Hamari, J., Linehan, C., & Cena, F. (2019). Strengthening gamification studies: Current trends and future opportunities of gamification research. International Journal o f H u m a n - C o m p u t e r S t u d i e s , 1 2 7 , 1 - 6. https://doi.org/10.1016/j.ijhcs.2018.11.007
  29. Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2020). Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective. Contemporary Educational Technology, 12(2).
  30. Treiblmaier, H., Putz, L. M., & Lowry, P. B. (2018). Setting a definition, context, and theory-based research agenda for the gamification of non-gaming applications. Association for Information Systems Transactions on Human-Computer Interaction (THCI), 10(3), 129-163.
  31. Tsay, C. H. H., Kofinas, A. K., Trivedi, S. K., & Yang, Y. (2020). Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance. Journal of Computer Assisted Learning, 36(2), 128-146. https://doi.org/10.1111/jcal.12385
  32. van Gaalen, A. E., Brouwer, J., Schönrock-Adema, J., Bouwkamp- Timmer, T., Jaarsma, A. D. C., & Georgiadis, J. R. (2021). Gamification of health professions education: a systematic review. Advances in Health Sciences Education, 26(2), 683-711. https://doi.org/10.1007/s10459-020-10000-3
  33. Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., ... & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta- analysis. Journal of educational psychology, 112(7), 1444.
  34. Wang, H., Tlili, A., Lämsä, J., Cai, Z., Zhong, X., & Huang, R. (2022). Temporal perspective on the gender-related differences in online learning behaviour. Behaviour & Information Technology, 1-15

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic