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GAMIFICATION AND ITS POTENTIAL FOR FOREIGN LANGUAGE LEARNING-LESSONS FROM A SIX-WEEK GAMIFIED MOODLE COURSE FOR GERMAN AS A FOREIGN LANGUAGE AT SECONDARY SCHOOL LEVEL
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One of the main challenges in Dutch education are students who may not be much interested in language learning. Gamification may have the potential to let today’s students enjoy learning. This dissertation has three main aims. The first aim is to examine how Gamification affects secondary school learners’ experience in the FL/L2 classroom. The second aim is to find out which playing patterns appear in a gamified online course. Finally, third aim is to better understand how the Moodle app supports a gamified language programme. These aims contribute to a better understanding of the affordances of Gamification in FL/L2 education, specifically in the context of a secondary school. An Exploratory Research (ER) was conducted to examine the learners’ experience in gamified language learning. A technology-assisted gamified language course for German as a Foreign Language, called MISSION BERLIN, was developed, implemented and evaluated. Data collection methods include semi-structured focus group interviews with all students, an online survey and Moodle logs. Results indicate that there are certain game elements that are more useful in a mobile Moodle environment than others, and that structure and duration of the course and visual design of the Moodle platform influence the students’ learning experience. The dissertation concludes with suggested improvements and final considerations for the implementation of a gamified course for FL/L2 learning.
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... The findings showed that the introduced games were more efficient in their work and transactions based on this analogy. The use of avatars was another gamification element that attracted the students' attention in the current study, which was also mentioned by Pardoel (2018) in his study, with gamification elements having had a significant impact on students' experiences. However, as previously stated, many factors can play a significant role in the effectiveness of course management. ...
The purpose of this study is to investigate how gamification using Web 2.0 tools affects secondary school students’ listening comprehension skills on a German second language course. The sub-purposes are to investigate the study’s outputs, such as course interest and academic motivation. The design of the study was action research, which is one of the recognized methods of qualitative research. The participants of the study were 34 ninth-grade high school students (15 males, 19 females) aged 14 or 15 years old enrolled to a state-project school. Focus group interviews, both student and teachers’ reflective journals, and an academic achievement test were utilized to assess the participant students’ listening comprehension skills, and formed the data collection tools used to obtain detailed information about the research process. According to the findings of the study, the use of Web 2.0 tools enabled by way of the gamification method helped capture the students’ attention and strengthen the steps taken to improve their language learning skills. Although the students’ learning styles varied, one point of commonality was their use of gamification.
... The findings show that attitude, usefulness, and social influence significantly predict teachers' intention to utilize gamification. Pardoel (2018) The study involved 104 German language students in measuring learner perceived usefulness, motivation, and added values of EG learning. The study also examined the effect of EG use on language learning. ...
Abstract
While research on cognitive and metacognitive abilities of bilingual and biliterate students has been advancing, limited studies have examined these influences in the Arabic context. The current study explores the influences of cognitive and metacognitive abilities on the bilingualism and biliteracy of Emirati fifth-grade students whose mother tongue is Arabic but who are learning core subjects in English. This is an explanatory sequential mixed method study where quantitative data from Grade 5 students (n = 350), and their Arabic and English teachers (n = 200; and n = 150 respectively) were first collected, followed by in-depth interviews with three students, two English teachers, and two Arabic teachers. Findings showed that students used their cognitive and metacognitive abilities more freely in Arabic lessons as compared to English. However, Arabic teachers reported that students use background knowledge in their first language in a better way but also demonstrated insufficient transfer strategy between the two languages.
... This paper is part of a larger Exploratory Research (Pardoel, 2018), aiming to better understand the affordances of mobile Gamification in FL/L2 education, specifically in the context of a Dutch secondary school. In this paper, we seek to answer following research question: in what way do the affordances of the Moodle App support a gamified language programme, called MISSION BERLIN? ...
... -Importancia del juego, también en la formación de adultos adultos (cf. Wik, Hjalmarson y Brusk, 2007;Borrego et al, 2017;Alonso Pobes, 2018;Pardoel, 2018 ;Poza García, 2018…). ...
El escape room como método para el aprendizaje de segundas lenguas
La didáctica ha reconocido ya hace tiempo que los juegos pueden desempeñar un papel importante en la educación y la formación, también en la dirigida a los adultos. Las causas por las que el juego nos atrae pueden residir en las habilidades y el dinamismo que exigen: el uso de estrategias, el pensamiento innovador, la capacidad de negociación, además del placer que nos aporta el mismo hecho de ganar.
Sin embargo, el uso del juego no es de por sí una receta mágica. Las estrategias de aprendizaje sobre las que se basa un juego son las que deberían determinar si es conveniente utilizarlo para conseguir un objetivo concreto.
En el marco de la innovación docente desarrollada por la Cátedra Estratégica de Interactividad y Diseño de Experiencias de la Universidad de Málaga, hemos trabajado la ludificación de contenidos relacionados con la historia de las matemáticas mediante una escape room o sala de escape, juego que consiste en ir solucionando diferentes tareas para poder “escapar” de la habitación en la que están encerrados los jugadores.
En este trabajo se exponen en primer lugar la metodología y las estrategias de aprendizaje del escape room en general para, a continuación, esbozar las líneas directrices de nuestro proyecto “La habitación de Emi” y, finalmente, proponer una aplicación al aprendizaje del alemán como segunda lengua que incluye elementos para aprender sobre geografía, historia social, historia cultural y, por supuesto, sobre la lengua en sí, basándonos en las asignaturas de Lengua y Cultura I – IV (alemán) del Departamento de Traducción e Interpretación de la Universidad de Málaga.
... This paper is part of a larger Exploratory Research (Pardoel, 2018), aiming to better understand the affordances of mobile Gamification in FL/L2 education, specifically in the context of a Dutch secondary school. In this paper, we seek to answer following research question: in what way do the affordances of the Moodle App support a gamified language programme, called MISSION BERLIN? ...
This paper aims at exploring the educational potential of gamification in teaching German as a Foreign Language (GFL) by developing, implementing and evaluating a gamified, technology-assisted language course. An exploratory research was conducted to examine the affordances of the Moodle App to support a gamified language programme. Students (n=39) from a Dutch pre-vocational secondary school enrolled in the six-week gamified German A1 course called MISSION BERLIN, using the open-source learning platform Moodle and its app. Data collection methods include semi-structured focus group interviews, and interaction logs from the Moodle environment. Results indicate that the Moodle app is not suitable for a full gamified language programme, however, it can support a gamified language course.
... The same semi-autonomous structure also applies within the cities, where some activities were necessary to proceed and others were optional. An extended description of MISSION BERLIN can be found in Pardoel (2018). ...
In the last few decades, the use of games for more purposes than pure entertainment has been studied in several academic fields, and from various angles. However, even though the application of Gamification in the area of education has a high prospective, studies on completely gamified courses for Foreign Language Learning (FLL) in secondary schools are scarce. Both Gamification and Mobile Assisted Language Learning (MALL) share a strong expectation to intensify students’ language learning experience. This paper contributes to a better understanding of the affordances of mobile Gamification in FL/L2 education, specifically in the context of a secondary school. An Exploratory Research (ER) was conducted, aiming to find out which playing patterns appear in a mobile gamified language programme at CEFR-A1 level. Therefore, a technology-assisted mobile gamified language course for German as a Foreign Language (GFL), called MISSION BERLIN, was developed, implemented and evaluated. A total number of 39 Dutch secondary school students assumed the role of secret agents on a six-week mission to Germany’s capital, using the official Moodle App on their own mobile devices to embark on a journey per train. Data collection methods include semi-structured focus group interviews with all students, an online survey and Moodle logs. In order to identify students’ playing patterns, the number of coins collected throughout the game is combined with other game elements, such as levels, items or cooperative challenges. Additionally, the students’ activity is measured by recording and analysing students’ interaction with Moodle. By combining the playing patterns with the low-/average-/high-activity-students, it is possible to explore and explain different student actions. The two extremes on either side of the activity-scale provide more in-depth information in the survey and interview on why they were active –or not. Results indicate that high-activity-students show a diverse playing activity and always tend to access the game in their free time, unlike the low-activity-students. In terms of intensity of students’ interaction with Moodle, four playing patterns are found. The paper concludes with suggested improvements and final considerations for the implementation of a gamified mobile course for FL/L2 learning.
ICT is usually used in Poland in areas like the Internet, interpersonal communication and information recruitment. Opportunities of ICT in teaching Polish as a foreign language were noticed only very recently. In present didactics innovative ways of teaching are more and more desired. Current technology development favours innovative ideas. In the recent years in Poland a few e-learning platforms and some pages presented, but only in short, the Polish language system. The extent of complexity of the Polish language and its difficulty results from a complex grammar system (expanded nominal and verbal inflection), numerous irregularities and high level of synonymy. Teaching one of 5 the most difficult languages in the World demands using the most effective and attractive instruments.
In our speech we want to present the on-line games potential which can be transferred into language teaching. Elements characteristic for games (good competition, character development, improvement, inspiring and creative challenges, activity) can easily be adapted for the needs arising during language classes. For younger students virtual reality seems to be natural and the traditional teaching methods stop fulfilling their functions little by little. The combination of the previous ways of teaching with the rules within on-line games may be a mile stone in teaching Polish as a foreign language. The results would be: increase of motivation, easiness of lexis revision, an increase in the rate of memorizing new structures, getting accustom with grammar, erection of positive relations with the teaching subject.
Studies have shown that game elements such as rewards and progress bars are generally associated with extrinsic motivation [Malone and Lepper, 1987], which may decrease the level of intrinsic motivation [Deci et al. 2001]. Extrinsic motivation may be useful for games aiming at acquiring declarative knowledge. These games usually involve labeling, drilling, matching or drag and drop. As the activity implies repetitive, routine actions, keeping score and offering rewards is an important part of keeping the player motivated to go through with the game [Kapp, 2012]. Extrinsic motivation seems to be less important when aiming to achieve educational objectives on a higher level (comprehension, application, analysis, synthesis and evaluation). Malone and Lepper [1987] describe four factors that trigger intrinsic motivations: challenge, curiosity, control and fantasy. a. Challenge. It appears that people prefer an optimal level of challenge, not too easy and not too difficult. The presence of an explicit goal seems to be important in increasing motivation, but having a goal alone is not enough to make an activity challenging. Some techniques to make outcomes uncertain for students are preferably to use, such as: levels of difficulty for an activity (this can be chosen by the user), scorekeeping systems (different for levels), and the use of random elements. For an activity to provide continued challenge, performance feedback is very important. It needs to be frequent, clear, constructive (providing useful information concerning the direction and nature of one's errors) and encouraging. If the learner's self-esteem is engaged, the challenge seems to be intrinsically motivating. For that, the performance feedback should be structured in such a way to promote perceptions of personal competence and effort. b. Curiosity. Cognitive curiosity could be stimulated by designing digital content that makes students to be surprised and intrigued by paradoxes, incompleteness or potential simplifications. When activities deal with topics in which the pupil is already interested, the cognitive curiosity will be enhanced. c. Control. It appears that a captivating game is one that seems to give the user a sense of control. The amount of control a person has in a particular environment depends on the range of the outcome that the environment provides and the extent to which the probability of each result can be influenced by responses available to the person in that environment. The game may be personalized by allowing the student to construct, select or name the characters, and the computer uses this information later, in feedback. In fantasy the user can experience the satisfactions of power, success, fame, and/or fortune or master situation unavailable in real life. When fantasies provide imaginary characters with whom the individual can identify, they are most likely to fulfill emotional needs. The identification with a character is determined by the similarity between the user and that personage, admiration for it or its perspective in the fantasy. There is also a cognitive component to involvement with fantasies, by offering analogies or metaphors that may provide the user better understanding new information by relating it to previous knowledge.
This volume constitutes the refereed proceedings of the First International Conference on HCI in Business, HCIB 2014, held as part of the 16th International Conference on Human-Computer Interaction, HCI International 2014, in Heraklion, Crete, Greece, jointly with 13 other thematically similar conferences. The total of 1476 papers and 220 posters presented at the HCII 2014 conferences was carefully reviewed and selected from numerous submissions. The papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. They thoroughly cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The 76 papers included in this volume deal with the following topics: enterprise systems; social media for business; mobile and ubiquitous commerce; gamification in business; B2B, B2C, C2C e-commerce; supporting collaboration, business and innovation and user experience in shopping and business.
The three-volume set LNCS 8016, 8017, and 8018 constitutes the refereed proceedings of the 15th International Conference on Human-Computer Interaction, HCII 2013, held in Las Vegas, NV, USA in July 2013. The total of 1666 papers and 303 posters presented at the HCII 2013 conferences was carefully reviewed and selected from 5210 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of human-computer Interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. This volume contains papers in the thematic area of human interface and the management of Information, addressing the following major topics: learning, education, and skills transfer, art and cultural heritage, collaborative work, business integration, decision support.
Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgently needed. This volume presents a collection of compelling and empirically rich research studies that showcases innovative developments in the practice of teaching Chinese as a foreign language. The studies focus on three interrelated areas: learners, teachers, and applications of new technologies. Specifically, the studies explore methods for fostering learner-centred classrooms, autonomous learners, intercultural learning, the role of teacher views and identities, the nature of a ‘middle ground’ approach, and technologies that accommodate the unique aspects of the Chinese language, with new options for mobile and interactive learners. Providing both inspiration and practical models for language practitioners and researchers, it offers a vital resource for teachers’ professional development, and for pre-service teacher education.
This journal subline serves as a forum for stimulating and disseminating innovative research ideas, theories, emerging technologies, empirical investigations, state-of-the-art methods, and tools in all different genres of edutainment, such as game-based learning and serious games, interactive storytelling, virtual learning environments, VR-based education, and related fields. It covers aspects from educational and game theories, human-computer interaction, computer graphics, artificial intelligence, and systems design.
The 25 papers presented in the 13th issue were organized in topical sections named: learning games and visualization; virtual reality and applications; 3D graphics technology, multimedia computing, and others.
Over the last few years, the implementation of game elements like badges in non-game environments has become increasingly popular (Butler, 2014). In this study, we tested whether badges, which could be received for successful task performance and specific activities within an e-learning course in a higher education setting, had an impact on students' motivation and performance. In a between-subjects experimental field study, students were randomly assigned to three different conditions (no badges, badges visible to peers, badges only visible to students themselves). The results show that badges have less impact on motivation and performance than is commonly assumed. Independent of condition, students’ intrinsic motivation decreased over time. Contrary to expectation, the badges that could only be viewed by the students themselves were evaluated more positively than those that could also be viewed by others.