Gamification Within the English Classroom

Gende, Ingrid Mosquera; Corces, Marta Garcia; Río, Alba Conde del

doi:10.21125/inted.2017.0315

Cited by 2 publications

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“…In 1996, Bartle [20] identified four types of players (see Table 2) interacting with MUDs (multi-user dungeons) and role-playing games (RPGs), and their motivations. This model has been widely studied and used as a basis for developing user-focused gamified systems [21][22][23][24].…”

Section: Rewardsmentioning

confidence: 99%

Evaluating the Impact of Gamification on the Online Shop of a Game Server: A Comparison between the Portuguese and North American Contexts

2023

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Online commerce has been growing rapidly in an increasingly digital world, and gamification, the practice of designing games in a context outside the industry itself, can be an effective strategy to stimulate consumer engagement and conversion rate. This paper describes the design process involved in introducing gamification into an online shop that is supported by two game servers of the same kind, namely one in the United States of America (US) and another in Portugal (PT). Through the various phases of the design thinking process, a gamified system was implemented to meet the needs of various types of users frequently found in the shops. The gamification elements used were intended to increase user engagement with the shops so that they would become more aware of existing products and the introduction of new products, promoting purchase through intangible challenges and rewards. The impacts on server revenues and user satisfaction (N = 138) were evaluated one month after introducing the gamification techniques. The results show that gamification has a positive effect on users, with a significant increase in consumer interaction in both shops. However, from a business point of view, the results show only an increase in revenue for the US shop, while the Portuguese shop shows no significant differences compared to previous months. Of the two user groups analyzed, only those who frequent the US shop show receptivity toward intangible rewards, with tangible rewards (discounts) being a greater motivating factor for both groups.

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Section: Rewardsmentioning

confidence: 99%

Evaluating the Impact of Gamification on the Online Shop of a Game Server: A Comparison between the Portuguese and North American Contexts

2023

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Developing students’ soft skills in the context of teaching foreign languages at higher education institutions

Корнюш¹

2020

Teaching Languages at Higher Institutions

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The article deals with the methodological issue of building soft skills in the context of teaching modern foreign languages to students of higher institutions. The analysis of the available scientific and methodological research works devoted to the problem of developing students’ soft skills, especially in the process of teaching foreign languages, reveals that even though soft skills are crucial for securing employment of graduates they are still underdeveloped in the system of higher education, which results in a growing need for institutions of higher education to address the defined gap. The paper suggests some ways capable of bridging the gap and fostering the development of personal and interpersonal XXI century skills in the process of teaching foreign languages. It focuses on intra-curricular approaches to classroom management (e.g., pairing or grouping students) and methods and content of classroom activities (case study, debates, discussions, project-based learning, etc.), which have the potential to equip students with the core skills through real-life scenarios and different learning experiences. The author emphasizes that speaking and listening activities, being undoubtedly highly beneficial for soft skills development, are not the only ones that can be used to enhance learners’ soft skills. Students’ soft skills can be significantly improved while reading or writing, so the key point is to organically integrate diverse activities and teaching strategies. Therefore, before planning a class, teachers have to understand how soft skills are developed, choose what soft skills they want their students to learn, and select corresponding instructional methods and tools to model a situation in which soft skills could be naturally acquired. Particular emphasis is also placed on the question of how and what soft skills can be developed during self-assessment or peer-assessment practices. The article finishes with a few recommendations regarding possible aspects of further research.

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Gamification Within the English Classroom

Cited by 2 publications

References 0 publications

Evaluating the Impact of Gamification on the Online Shop of a Game Server: A Comparison between the Portuguese and North American Contexts

Evaluating the Impact of Gamification on the Online Shop of a Game Server: A Comparison between the Portuguese and North American Contexts

Developing students’ soft skills in the context of teaching foreign languages at higher education institutions

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