Content uploaded by Itamar Shatz
Author content
All content in this area was uploaded by Itamar Shatz on Sep 21, 2015
Content may be subject to copyright.
,רשע השולשה ל"טימ סנכ2015 Using Gamification and Gaming in Order to Promote Risk
Taking in the Language Learning Process
227
Using Gamification and Gaming in Order to Promote
Risk Taking in the Language Learning Process
Itamar Shatz
Tel Aviv University
Abstract
Taking risks is an important part of learning. The current study explores the
relationship between risk taking and other pertinent factors in the second language
acquisition process. Participants (N = 526) performed a foreign vocabulary
learning task, followed by a questionnaire evaluating several aspects of their
experience, as well as their tendency to take language-related risks. High levels of
language risk taking were associated with improved performance in the task,
increased self-confidence, and reduced anxiety, all of which are beneficial to
learning. This indicates that the willingness to take risks is positively associated
with learners’ ability to successfully acquire a foreign language.
The paper further examines the use of gamification and gaming as educational
tools, which can be used in order to promote risk taking in learners. The idea of
using gamification and gaming for pedagogical purposes is strongly supported by a
theoretical framework, as well as by numerous real world examples where these
techniques were successfully implemented. Overall, this paper highlights the
importance of risk taking in the language learning process, and frames
gamification and gaming as tools that can be used in order to promote it in
learners.
Keywords: risk taking, gamification, video games, second language acquisition,
foreign language teaching.
Risk taking in the language learning process
Risk taking is defined as: “a situation where an individual has to make a decision
involving choice between alternatives of different desirability; the outcome of the choice
is uncertain; there is a possibility of failure” (Bebee, 1983, p. 39). In accordance with
this definition, the willingness to take risks is deemed as crucial to success in the
second language acquisition process (Cervantes, 2013; Oxford & Ehrman, 1995; Zafar
& Meenakshi, 2011). Ely (1986), who developed a scale used to measure language-
related risk taking, lists some relevant examples of risk taking in the language learning
process: ”lack of hesitancy about using a newly encountered linguistic element; a
willingness to use linguistic elements perceived to be complex or difficult; a tolerance of
possible incorrectness or inexactitude in using the language” (Ely, 1986, p. 8).
Despite the importance of language risk taking, there are relatively few empirical
studies which investigate its role in the learning process (Burgucu, Han, Engin, & Kaya,
,רשע השולשה ל"טימ סנכ2015 Using Gamification and Gaming in Order to Promote Risk
Taking in the Language Learning Process
228
2010). The primary goal of the current study is therefore to explore the relationship
between risk taking and other factors in the language learning process. Furthermore,
the study seeks to examine the potential use of both gamification and gaming as tools
which can facilitate risk taking in the learning process.
The current study: the importance of risk taking
Methodology
There were 526 participants (360 men, 166 women). Mean age was 22.75 (SD = 6.34,
Min = 12, Max = 53). The native language of the majority of the participants (67.3%)
was English.
Participants memorized the definitions of foreign vocabulary words (in Finnish) in a set
amount of time. Then, participants were shown the vocabulary words, and filled in the
definitions they remembered. Participants’ performance was judged based on the
number of correct definitions they were able to recall.
After completing the testing portion of the task, participants rated their self-confidence,
task motivation, and anxiety, all in relation to the current task. These factors were
chosen due to the important role that they play in language learning (Dörnyei, 2002;
Peterson, 2009; Shatz, 2014). Afterwards, participants filled a questionnaire which
gauged their language-related risk taking tendencies, based on a questionnaire
developed by Ely (1986). This questionnaire has been used for similar purposes and
with similar modifications in several studies on the subject (e.g. Liu & Jackson, 2008;
Saito & Samimy, 1996).
During data analysis, a tertiary split was used in order to divide participants into three
groups based on their language risk taking (LRT), resulting in groups of participants
with low, moderate, and high LRT. A MANCOVA was then used to determine whether
the groups differed in score, self-confidence, task motivation, or anxiety, followed by
Bonferroni-corrected pairwise comparisons across these factors.
Results
The MANCOVA revealed a statistically significant difference between the LRT groups
in performance score, self-confidence, task motivation, and anxiety (F(8, 1032) =
7.527, p < .0005, partial η
2
= .055). This difference was significant for three of the
variables: score (F(2, 523) = 4.788, p = .009, partial η
2
= .018), self-confidence (F(2,
523) = 15.092, p < .0005, partial η
2
= .055), and anxiety (F(2, 523) = 21.400, p < .0005,
partial η
2
= .076), but not for task motivation.
The pairwise comparisons show that the high LRT group had a significantly higher
score and self-confidence, and significantly reduced anxiety levels compared to the two
other LRT groups. The moderate LRT group had significantly reduced anxiety
compared to the low LRT group, but did not differ from it on any of the other factors.
These results are illustrated in figure 1.
,רשע השולשה ל"טימ סנכ2015 Using Gamification and Gaming in Order to Promote Risk
Taking in the Language Learning Process
229
Figure 1. Difference across LRT groups
Discussion
Increased willingness to take language related risks was associated with improved
performance, increased self-confidence, and reduced anxiety levels, all of which are
advantageous to learning (Dörnyei, 2009; Kohler, 2009; Wen & Clément, 2010). The
difference across these factors between the high and the moderate LRT groups was
greater than the difference between the moderate and low LRT groups, suggesting that
high levels of risk taking are more strongly associated with a positive change in these
factors than moderate levels of language risk taking. While further research is required
in order to establish the nature of the relationship between these factors, particularly in
terms of the causality between them, these results nonetheless show that risk taking
plays an important role in language learning, and that learners who are willing to take
language-related risk to a high degree are more successful at the second language
acquisition process than learners who tend to be risk averse.
It is important to note the fact that while the study looked at performance in a short-
term memorization task, these results are indicative of long-term learning processes,
as literature shows that there exists a powerful connection between the two (e.g. Ellis,
1996; Payne & Whitney, 2002; Williams & Lovatt, 2003).
Promoting risk taking through gamification
Gamification is “the application of game dynamics, mechanics, and frameworks into
non-game settings” (Stott & Neustaedter, 2013, p. 1), and both the research and the
pedagogical communities view it as a useful educational tool (Sombrio, Ulbricht, &
Haeming, 2014). One of the primary advantages of using gamification in an educational
setting is that it lessens the cost of making an error in the eyes of the learners, thus
promoting them to be more risk taking (Sombrio et al., 2014). Furthermore,
,רשע השולשה ל"טימ סנכ2015 Using Gamification and Gaming in Order to Promote Risk
Taking in the Language Learning Process
230
emphasizing the concept of ‘freedom to fail’ and encouraging learners to feel
comfortable to take risks, allows learners to shift from being mostly outcome oriented to
being able to focus on learning, and this shift in focus is viewed as favorable by modern
pedagogy (Stott & Neustaedter, 2013).
One example for the successful implementation of gamification is Duolingo, a free
online language learning site, where learners advance up a language skill tree and
translate texts in their target foreign language, collecting points as they progress in
their studies (Garcia, 2013). A study which examined Duolingo’s effectiveness
concluded that the element of gamification had a definite positive impact on learning:
“Gamification works: the learner feels a sense of achievement when getting the points
and challenged when not.” (Garcia, 2013, p. 21). Further support for this notion comes
in the form of anecdotal comments from learners, such as one who stated that “I came
here to learn Spanish, but I’m staying to gain the points.” (Garcia, 2013, p. 22).
In another case, researchers presented evidence supporting the use of gamification to
supplement the teaching of Polish as a foreign language, by listing numerous benefits
for its usage, such as increased motivation and improved understanding of grammar
(Danowska-Florczyk & Mostowski, 2012). In addition, while both these examples
pertain specifically to language learning, gamification has also been utilized for
educational purposes in other domains, such as psychology (Landers & Callan, 2011)
and personalized health (McCallum, 2012). Overall, the evidence stemming from the
successful use of gamification frames it as an effective educational tool, with one of its
primary benefits being the fact that it encourages risk taking in learners.
Promoting risk taking via gaming
Video games, both with and without an educational focus, are another instrument
capable of promoting risk taking in learners, as players are immersed in a target
language environment where they can engage in organic communication via listening,
reading, speaking, and writing, all in a manner which enables risk taking and reflection
in their target language (Rama, Black, van Es, & Warschauer, 2012). In this
environment, there is a reduction of social context cues, and this reduction can lessen
anxiety and pronunciation concerns, while enhancing risk taking (Peterson, 2009).
Massively multiplayer online games, for example, encourage risk taking by language
learners, and reduce inhibition in target language interaction (Rama et al., 2012).
Similarly, playing massively multiplayer online role playing games (MMORPG) helps
reduce anxiety levels and encourage opportunities for taking risks using the target
language (Reinders & Wattana, 2014).
There are many examples for the successful use of video games as language learning
instruments. In the Forgotten World, for instance, English learners participate in an
online comic-strip drama that allows them to develop new linguistic skills while solving
an adventure story (Blake, 2011). In another case, by playing THE SIMS, a game
where players guide a virtual family through a simulated life, English learners were able
to efficiently learn new vocabulary (Peterson, 2009). A final example are Thai students,
,רשע השולשה ל"טימ סנכ2015 Using Gamification and Gaming in Order to Promote Risk
Taking in the Language Learning Process
231
who were able to improve their English while playing Ragnarok Online, a popular
MMORPG (Reinders & Wattana, 2014).
Overall, these examples illustrate several cases where video games were successfully
employed in order to facilitate language learning. Though there are many reasons why
videos games serve as effective pedagogical supplements, one of their primary
advantages is their ability to encourage risk taking, which aids those engaged in the
language learning process.
Conclusions
The willingness to take language-related risks is positively associated with several
important factors in the second language acquisition process, in a manner indicating
that increased levels of language risk taking are beneficial to learners. Gamification
and gaming are two possible methods to encourage risk taking, which highlights their
potential use as effective educational tools, and suggests that they should be
integrated into foreign language teaching practices.
References
Bebee, L. M. (1983). Risk-taking and language learner. In Seliger H.W & Long M.L.
(Ed.),
Classroom oriented research in second language acquisition
(pp. 36–66).
Rowley; Mass: Newbury House.
Blake, R. J. (2011). Current Trends in Online Language Learning.
Annual Review of
Applied Linguistics
,
31
, 19–35. doi:10.1017/S026719051100002X
Burgucu, A., Han, T., Engin, A. O., & Kaya, M. D. (2010). Who are Our Students?
Investigating Learners ’ Risk Taking Ability and Achievement on Second
Language Acquisition. In
2nd International Symposium on Sustainable
Development
.
Cervantes, I. M. (2013). The Role of Risk-Taking Behavior in the Development of
Speaking Skills in ESL Classrooms.
Revista de Lenguas Modernas
,
19
, 2–10.
Danowska-Florczyk, E., & Mostowski, P. (2012). Gamification as a new direction in
teaching Polish as a foreign language. In
ICT for Language Learning, 5th edition
.
University of Warsaw ,Poland.
Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson
(Ed.),
Individual differences in second language acquisition
(pp. 137–158).
Amsterdam: John Benjamins.
Dörnyei, Z. (2009). Motivation in second and foreign language learning.
Language
Teaching
,
31
(03), 117. doi:10.1017/S026144480001315X
Ellis, N. (1996). Working Memory in the Acquisition of Vocabulary and Syntax: Putting
Language in Good Order.
The Quarterly Journal of Experimental Psychology
Section A
,
49
(1), 234–250. doi:10.1080/713755604
Ely, C. M. (1986). An analysis of discomfort, risktaking, sociability, and motivation in the
L2 classroom.
Language Learning
,
36
(1), 1–25.
Garcia, I. (2013). Learning a Language for Free While Translating the Web. Does
Duolingo Work?
International Journal of English Linguistics
,
3
(1), 19–25.
doi:10.5539/ijel.v3n1p19
,רשע השולשה ל"טימ סנכ2015 Using Gamification and Gaming in Order to Promote Risk
Taking in the Language Learning Process
232
Kohler, T. (2009).
Using Neurocognitive Theory To Develop A New Approach For
Teaching German Grammar The Effect Of Color-Coding German Grammar On
Language Acquisition
. Unpublished doctoral dissertation, University of Kansas.
Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The
psychology of gamification in undergraduate education and employee training. In
M. M. A. Oikonomou & L. C. Jain (Eds.),
Serious Games and Edutainment
Applications
(pp. 399–423). Surrey, UK: Springer. doi:10.1007/978-1-4471-2161-9
Liu, M., & Jackson, J. (2008). An Exploration of Chinese EFL Learners ’ Unwillingness
to Communicate and Foreign Language Anxiety.
The Modern Language Journal
,
92
(1), 71–86.
McCallum, S. (2012). Gamification and serious games for personalized health.
Studies in
Health Technology and Informatics
,
177
, 85–96. doi:10.3233/978-1-61499-069-7-85
Oxford, R. L., & Ehrman, M. E. (1995). Adults’ language learning strategies in an
intensive foreign language program in the United States.
System
,
23
(3), 359–386.
Payne, J. S., & Whitney, P. J. (2002). Synchronous CMC: Output, Working Memory, and
Interlanguage Development.
Calico Journal
,
20
(1), 7–32.
Peterson, M. (2009). Computerized Games and Simulations in Computer-Assisted
Language Learning: A Meta-Analysis of Research.
Simulation & Gaming
,
41
(1),
72–93. doi:10.1177/1046878109355684
Rama, P. S., Black, R. W., van Es, E., & Warschauer, M. (2012). Affordances for second
language learning in World of Warcraft.
ReCALL
,
24
(03), 322–338.
doi:10.1017/S0958344012000171
Reinders, H., & Wattana, S. (2014). CAN I SAY SOMETHING? THE EFFECTS OF
DIGITAL GAME PLAY.
Language Learning & Technology
,
18
(2), 101–123.
Saito, Y., & Samimy, K. K. (1996). Foreign Language Anxiety and Language
Performance: A Study of Learner Anxiety in Beginning , Intermediate , and
Advanced-Level College Students of Japanese.
Foreign Language Annals
,
29
(2),
239–249.
Shatz, I. (2014). Parameters for Assessing the Effectiveness of Language Learning
Strategies.
Journal of Language and Cultural Education
,
2
(3), 96–103.
Sombrio, G. D. S., Ulbricht, V. R., & Haeming, W. K. (2014). Games and Gamification:
A Proposal for a Creative Learning Process in Education.
Journal of Education and
Human Development
,
3
(4), 117–129. doi:10.15640/jehd.v3n4a12
Stott, A., & Neustaedter, C. (2013).
Analysis of Gamification in Education
. (Technical
Report 2013- 0422-01) (p. 8). Surrey, BC, Canada: Connections Lab, Simon Fraser
University. Retrieved from http://carmster.com/clab/uploads/Main/Stott-
Gamification.pdf
Wen, W. P., & Clément, R. (2010). A Chinese Conceptualisation of Willingness to
Communicate in ESL.
Language, Culture and Curriculum
,
16
(1), 18–38.
doi:10.1080/07908310308666654
Williams, J. N., & Lovatt, P. (2003). Phonologiocal memory and rule learning.
Language
Learning
,
53
(1), 67–121. doi:10.1111/1467-9922.00211
Zafar, S., & Meenakshi, K. (2011). A study on the relationship between extroversion-
introversion and risk-taking in the context of second language acquisition.
International Journal of Research Studies in Language Learning
,
1
(1), 33–40.
