Gamifying the foreign language classroom for brain‐friendly learning
Bibliographic Data
| ID | 8939752 |
|---|---|
| Authors | Daniel Rueckert (0000-0002-9721-3146, Department of Modern Languages and Literature California State University Fullerton California USA, corresponding author), Karina Pico (ESL Department North Orange County Continuing Education Anaheim California USA), Daesang Kim (0000-0002-2339-3981, Department of Leadership, Technology, and Workforce Development Valdosta State University Valdosta Georgia USA), Ximena Alexandra Calero Sánchez (0000-0003-0763-0892, Department of Ciencias Humanas y de la Educación Universidad Técnica de Ambato Ambato Ecuador) |
| Year | 2020 |
| Volume | 53 |
| Issue | 4 |
| Pages | 686-703 |
| Publication date | 2020-11-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12490 |
| OpenAlex | W3105835989 |
| Language | EN |
| Citations received | 3 |
| References cited | 14 |
New instructional models for learning are emerging as alternatives to traditional education. Gamified instruction is touted as a motivational alternative for learning that increases learner autonomy, but research is lacking into its educational merit beyond those claims. This study measured the extent to which a gamified English as a foreign language classroom adhered to 21 principles of good education proposed by Mind, Brain, and Education (MBE) researchers in comparison to a traditional classroom. It also explored the claim that gamification promotes greater learner autonomy. Two sections of a college English class in Ecuador were used in this study. One was gamified and the other used a traditional education model. Both groups completed a 22 Likert Scale item questionnaire which correlated questions with each MBE principle and one question about perceived autonomy. The teacher and the students also provided comments about the experience. The data showed that the gamified group had higher rankings of perceived adherence to all of the 21 principles and a statement about autonomy with 14 of them being significantly higher. The qualitative data also supported the greater perceived adherence to MBE principles and an increase in perceived autonomy amongst students from the gamified group. It was concluded that gamified instruction did provide a learning environment that adhered more closely to proposals made by MBE researchers for good education and did create an atmosphere where students felt greater control of their learning
Autonomy · Class (philosophy · Comprehension approach · Developmental psychology · Foreign language · Language acquisition · Language education · Learner autonomy · Likert scale · Mathematics education · Pedagogy · Scale (ratio · Educational Games and Gamification · Neuroscience, Education and Cognitive Function · Psychology · Technology-Enhanced Education Studies
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2024 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |