A critical review of research on gamification and second language acquisition

Benini, Silvia; Thomas, Michael

doi:10.5040/9781350133037.ch-002

Cited by 6 publications

(3 citation statements)

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“…Specifically in the linguistic domain, a sizable number of gamification experiences have been described in the scientific literature, ranging from the use of game-like mechanics for second-language acquisition (too many to list, and even systematic reviews abound, see for instance Benini & Thomas, 2021;Dehghanzadeh et al, 2021;Short et al, 2023;Waluyo et al, 2023), for grammar proficiency of one's own first language (e.g., Eryigit et al, 2021;Krisbiantoro, 2020;Purgina et al, 2020) to collection of data, visualization and explanation of advanced linguistic issues (e.g., Bonetti & Tonelli, 2021;Eryigit et al, 2023;Kim et al, 2023;Ogawa et al, 2020;Sevastjanova et al, 2021). However, it is worth noting that the research findings on the benefits of gamified techniques in academia are not consistently positive (Lumsden et al, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The advantages of gamification for collecting linguistic data: A case study using Word Ladders

Genovese,

Bolognesi,

Di Iorio

et al. 2024

ONLINE J COMMUN MEDIA TECHNOL

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This paper delves into the integration of gamification techniques within the field of linguistics to enhance data collection for academic research purposes. Through an exploration of the Word Ladders mobile application, designed to elicit hierarchical word associations and therefore linguistic data, the study investigates the potential benefits of gamification in terms of data quality, user experience, and motivation in taking part to the research and to the data collection task. The experimental design examines the advantages of a gamified approach compared to traditional research methods (online surveys), through an experimental session followed by a survey (n=189). Results showed that competition between users is a powerful motivator that can be easily integrated in gamified approaches and less so in classic online surveys, driving engagement and potentially enhancing the scalability of data collection while retaining the quality of data collected in classic lab settings. While challenges persist, our research contributes to the understanding of gamification’s impact on data collection, user experience, and motivation, laying the foundation for transformative advancements in the field of language and communication sciences.

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Section: Theoretical Backgroundmentioning

confidence: 99%

The advantages of gamification for collecting linguistic data: A case study using Word Ladders

Genovese,

Bolognesi,

Di Iorio

et al. 2024

ONLINE J COMMUN MEDIA TECHNOL

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“…Firstly, it is necessary to look at the ways of presenting and controlling the progress of each student. It is already difficult to do this in traditional context, with distance learning this intensifies and demands a new approach to how a teacher introduces a topic, how it is discussed, what exercises to do and how they are to be done, and lastly, how a teacher monitors all of these steps [1].…”

Section: Introductionmentioning

confidence: 99%

Gamification – tools for learning foreign languages

Sukhorukova

Chernyishkova

2021

SHS Web Conf.

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Gamification is an approach that creates multiple opportunities for teachers to improve a foreign language lesson. Even though now gamification is widely used as a result of a forced switch to distance learning, it should be noted that it carries the same value inside a classroom and makes the learning process enjoyable and effective. The article looks at three specific websites/applications that are aimed at incorporating new elements into a traditional classroom. These tools have different features – the amount of time one spends preparing a task can vary – but all three can increase the degree of involvement and motivation which are two factors that may predetermine the success and effectiveness of a class. The article delves into aspects of motivation and its importance in a real classroom and in an online one. It is an essential factor to consider because everyone who is involved in an educational process contributes to its success. That is why if a teacher is energetic, eager and ready, and students are at the other end of the spectrum (or vice versa), so the overall motivation is not at 100%, it turns a lesson into a challenge, and not in a good way.

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“…The setting implies that mistakes are treated in a different way, while risk-taking is encouraged (Mariais, 2012, p. 48). However, according to the review by Benini and Thomas (2021), "empirical research is still limited when it comes to analyzing the effectiveness of gamification in educational and [second language acquisition] settings and practices" (p. 32).…”

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confidence: 99%

CALL and professionalisation: short papers from EUROCALL 2021

2021

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The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the Covid-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was “CALL & Professionalisation”. This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference.

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A critical review of research on gamification and second language acquisition

Cited by 6 publications

References 0 publications

The advantages of gamification for collecting linguistic data: A case study using Word Ladders

The advantages of gamification for collecting linguistic data: A case study using Word Ladders

Gamification – tools for learning foreign languages

CALL and professionalisation: short papers from EUROCALL 2021

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