Article abstract

Journal of Educational Research and Reviews
Research Article | Published November 2019 | Volume 7, Issue 11, pp. 223-238.
 doi: https://doi.org/10.33495/jerr_v7i11.19.150

 

A review of gamified techniques for foreign language learning

 

 

 

Yasmeen Alomair*
Salah Hammami
Email Author

 

  Department of Computer and Information Sciences, College of Computer and Information Sciences, King Saud University, Riyadh, Saudi Arabia.

 

 

 

……..…....….....…………............……………..........…..……….........................……………………...............……………………………….....………………...
 Citation: Alomair Y, Hammami S (2019). A review of gamified techniques for foreign language learning. J. Edu. Res. Rev. 7(11): 223-238.
……..…....….....…………............……………..........…..……….........................……………………...............……………………………….....………………...

 

 

 

 Abstract 

 

One of the undemanding privileges of the learners in the 21st century is the ability to learn foreign languages. With time, the domain of Foreign Language Learning (FLL) has become more technology centric. Wherein, the learners are digital natives who grew up with digital technologies and familiarity with the different learning mechanisms. The FLL introduced a new notion to motivate learners in their pursuit of achieving lingual fluency. A concept adaptable to modern-day learners passionate about learning a second language is ‘gamification.’ Gamification refers to “the use of game elements and game design techniques in non-gaming contexts.” Gamification seeks to motivate learners by incorporating various game elements in the learning environment. Initially, this work highlights different research contributions to the domain in the literature review section that utilized gamification to enhance FLL. Later, it conducts a comparative study of gamified techniques based on five parameters; game mechanics, design model, augmented reality, student tracking mechanism, and interaction methods. The parameters mentioned above are specifically chosen to clarify the relative strong points in each technique, and also to find common characteristics among them. Gamification plays a definitive role in motivating second language learners (SLLs). It is a challenge to decide which gamified technique is apt since each one of them presents several features enabling a particular learner and also inapplicable features for others based on the learners’ background, abilities, and requirements. This work might serve as a basis for researchers concerning the improvement of FLL via gamification. Also, it facilitates the selection process of a gamified technique resonating with the students’ needs and preferences. Besides, it scales the horizon of opportunities in finding a new technique to simplify the FLL.

 

Keywords  Language learning   gamification   motivation   engagement   game elements 

 

 

Copyright © 2019 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0



  References

Alsawaier R (2018). “The Effect of Gamification on Motivation and Engagement,” Int. J. Inform. Learning Technol. Anil B (2017). “Applying Innovative Teaching Methods in a Second Language Classroom.” Int. J. Res. Eng. Educ. 2 (June): 1–9. https://doi.org/10.18869/acadpub.ijree.2.2.1.

Baber W (2015). “Course Level Gamification for Higher Education TEFL in Japan,” AGON, Int. J. Cultural Linguist. Literary Stud. 3:188-209.

Berns A, Palomo-Duarte M, Dodero JM, Cejas A (2014). “Guess It! Using Gamificated Apps to Support Students Foreign Language Learning by Organic Driven Community Peer Assessment.” In . Vol. 8719. Springer, Cham. https://doi.org/10.1007/978-3-319-11200-8_46.

Blessing L, Chakrabarti A (2009). DRM, a Design Research Methodology. London: Springer. Celik S, Kozikoğlu I (2016). “A Comparative Study of Language Learning Strategies Used by Monolingual and Bilingual Learners.” https://doi.org/10.19044/esj.2016.v12n26p1. Eur. Sci. J. 12 (26): 1-20.

Chang J (2015). “Exploring Engaging Gamification Mechanics in Massive Online Open Courses.” Educational Technology & Society, 2015.

Cruaud C (2016). The Playful Frame: Gamification in a French-as-a-Foreign-Language Class. https://doi.org/10.1080/17501229.2016. 1213268.

Figueroa-Flores J (2015). Using Gamification to Enhance Second Language Learning. Vol. 27.

Gangaiamaran R, Pasupathi M (2017). “Review on Use of Mobile Apps for Language Learning.” Int. J. Appl. Eng. Res. 12(21):11242-51.

Garland C (2015). “Gamification and Implications for Second Language Education: A Meta Analysis.” Culminating Projects in English. https://repository.stcloudstate.edu/engl_etds/40.

Goh J, Truman B, Barber D (2019). “Exploring Individual Differences as Factors to Maximize Interactive Learning Environments for Future Learning.” Interact. Learn. Environ. 27(4):497-507. https://doi.org/10.1080/10494820.2018.1484775.

Hancock P, Vincenzi D, Wise JA, Mouloua M (2008). Human Factors in Simulation and Training. CRC Press.

Hess AN, Greer K (2016). “Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course,” Commun. Inform. Literacy. 10(2):264-82. https://doi.org/10.15760/comminfolit.2016.10.2.27.


Holden C, Sykes J (2011). “Leveraging Mobile Games for Place-Based Language Learning,” Int. J. Game-Based Learn. 1(2):1-18. https://doi.org/10.4018/ijgbl.2011040101.

Huang W, Soman D (2013). “A Practitioner’s Guide to Gamification of Education.” Research Report Series: Behavioral Economics in Action. University of Toronto-Rotman School of Management. https://www.catcat.com/student/activity/312967-a-practitioner-s-guide-to-gamification-of-education.

Huynh D, Zuo L, H Iida (2016). “Analyzing Gamification of ‘Duolingo’ with Focus on Its Course Structure.” In Bottino R., Jeuring J., Veltkamp R. (Eds) Games and Learning Alliance. GALA 2016, Lecture Notes in Computer Science. Vol. 10056. Springer, Cham.

Ibáñez M, Angela Di S, Diego V, Delgado-Kloos C (2015). Support for Augmented Reality Simulation Systems: The Effects of Scaffolding on Learning Outcomes and Behavior Patterns. Vol. 9. https://doi.org/10.1109/TLT.2015.2445761.

Katiyar A, Kalra K, Garg C (2015). “Marker Based Augmented Reality,” 2015. Kesim M, Ozarslan Y (2012). “Augmented Reality in Education: Current Technologies and the Potential for Education.” In Procedia - Social and Behavioral Sciences, 47:297–302. https://doi.org/10.1016/j.sbspro.2012.06.654.

Küçük S, Kapakin S, Göktaş Y (2016). “Learning Anatomy via Mobile Augmented Reality: Effects on Achievement and Cognitive Load.” Anatom. Sci. Educ. 9(5) 411-21. https://doi.org/10.1002/ase.1603.

Kumar J (2013). Gamification at Work: Designing Engaging Business Software. https://doi.org/10.1007/978-3-642-39241-2_58. Lombardi I (2015). “Fukudai Hero A Video Game-like English Class in a Japanese National University,” Educ. Linguist. Language Educ. 4(3):483-499.

Martinez-Nuñez M, Blanco Á, Borras-Gene O (2014). “Gamification in MOOC: Challenges, Opportunities and Proposals for Advancing MOOC Model.” In TEEM ’14 Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 215-20. https://doi.org/10.1145/2669711.2669902.

Mesquita M, Toda A, Brancher J (2014). BrasilEduca -An Open-Source MOOC Platform for Portuguese Speakers with Gamification Concepts. Vol. 2015. https://doi.org/10.1109/FIE.2014.7044063.

Metwally A, Wang Y (2017). “Gamification in Massive Open Online Courses (MOOCs) to Support Chinese Language Learning.” In. Osaka, Japan. https://doi.org/10.1109/EITT.2017.77.

Orsatti S (2017). “Gamifying the Spanish Curriculum to Promote Motivation and Willing Communication in the College-Level ClOrsatti S (2017). “Gamifying the Spanish Curriculum to Promote Motivation and Willing Communication in the College-Level Classroom.” Doctoral Dissertation, University of Pittsburgh ETD.

Perry B (2015). “Gamifying French Language Learning: A Case Study Examining a Quest-Based, Augmented Reality Mobile Learning-Tool.” In Procedia - Soc. Behav. Sci. 174. https://doi.org/10.1016/j.sbspro.2015.01.892.

Rachels RJ, Rockinson-Szapkiw A (2017). The Effects of a Mobile Gamification App on Elementary Students’ Spanish Achievement and Self-Efficacy. https://doi.org/10.1080/09588221.2017.1382536. 31(1-2):72-89. “Analysing Accessibility, Usability and Readability of Web-Based Learning Materials – Case Study of e-Learning Portals in Slovenia.” Italian E-Learning Association, J. e-Learn. Knowl. Soc. 14(1).

Rashed MD, Khan M, Alam MD, Hossain MD (2017). A Comparative Study on the Methods and Practices of English Language TeachinRashed MD, Khan M, Alam MD, Hossain MD (2017). A Comparative Study on the Methods and Practices of English Language Teaching in Bangla and English Medium Schools in Bangladesh.

Heil RC, Wu J, Lee J, Schmidt T (2016). “A Review of Mobile Language Learning Applications: Trends, Challenges, and Opportunities,” The EuroCALL Rev. 24(2):32-50. https://doi.org/10.4995/eurocall.2016.6402.

Rego I (2015). “Mobile Language Learning: How Gamification Improves the Experience.” In, 705–20. https://doi.org/10.1007/978-3-642-54146-9_76.

Reischer M, Khalil M, Ebner M (2017). “Does Gamification in MOOC Discussion Forums Work? In: Delgado Kloos C., Jermann P., Pérez-Sanagustín M., Seaton D., White S. (Eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science.” In . Vol. 10254. Springer, Cham. https://doi.org/10.1007/978-3-319-59044-8_11.

Salman F (2017). Gamification of Foreign-Language Vocabulary Learning Using Mobile Augmented Reality. https://doi.org/10.13140/RG.2.2.34941.41442.

Saraguro BR, Agila PM, Jara RD (2016). “Techno-Instructional Application in a MOOC Designed with Gamification Techniques.” In . IEEE. https://doi.org/10.1109/ICEDEG.2016.7461717.

Slijepcevic N (2013). “The Effect of Augmented Reality Treatment on Learning, Cognitive Load, and Spatial Visualization Abilities.” Theses and Dissertations-Curriculum and Instruction. 4., University of Kentucky Libraries. https://uknowledge.uky.edu/edc_etds/4.

Staubitz T, Hagedorn C, Willems C, Meinel C (2017). “The Gamification of a MOOC Platform.” In. IEEE. https://doi.org/10.1109/EDUCON.2017.7942952.

Thamarana S (2015). “A Comparative Study of Various English Language Teaching Methods, Approaches,” English Stud. Int. Res. J. 3(2). https://doi.org/10.13140/RG.2.1.4026.5046.

Udjaja Y (2018). “Gamification Assisted Language Learning for Japanese Language Using Expert Point Cloud Recognizer.” Int. J. Computer Games Technol., 2018: 1-12. https://doi.org/10.1155/2018/9085179.

Vatavu R, Anthony L, Wobbrock J (2012). “Gestures as Point Clouds: A $P Recognizer for User Interface Prototypes.” In Proceedings of the ACM International Conference on Multimodal Interaction, pp.273-80. https://doi.org/10.1145/2388676.2388732.

Wobbrock J, Wilson A, Li Y (2007). Gestures without Libraries, Toolkits or Training: A $1 Recognizer for User Interface Prototypes. https://doi.org/10.1145/1294211.1294238.