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GAMIFICATION AND GAME-BASED LEARNING IN TEACHING
ENGLISH
Dr Lubna Ali Mohammed
Malaysia, Kuala Lumpur
Assosiate Professor, Deputy Dean of the FSSAH, Lincoln University College
e-mail:
lubnaali@lincoln.edu.my
Maparova Z.K.
Nukus, Uzbekistan
MA TESL student, Malaysia, Kuala Lumpur, Lincoln University College
e-mail:
zuxra.maparova@gmail.com
Keywords:
Gamification, Kahoot, Edpuzzle, Quizlet,
Game-based
In recent years, there has been a major shift in the way that individuals learn
languages. With technological advancements, language learning has become more
interactive, engaging and entertaining than ever before. More and more learners are
finding that they are able to learn a language more effectively than they would have done
through traditional methods. An increasing number of studies have been carried out on
the use of gamification on language learning and how it can enhance language
proficiency, motivation and engagement among learners. The concept of gamification,
which refers to the integration of game elements and mechanics into non-game processes
or tasks, has been found to be effective in promoting learning.
Gamification is a relatively new trend in education. This method relies on game
components, such as points and prizes, to accomplish its goal. Gamification is the process
of incorporating game features into settings. Additionally, according to Sheldon,
gamification “is the utilization of game elements to nongame activity”. Other researchers
like Zichermann and Cunningham state that gamification engages students through game
procedures. Another definition of gamification is highlighted by Khaleel et al. as using
game elements to improve students’ engagement with the computer to solve problems
with E-applications. Gamification now refers to a problem-solving strategy that employs
game features and game-design techniques in traditionally nongame contexts. Using
gamification on second language learning is beneficial. The primary purpose of
gamification is to give students learning experiences in exciting and effective ways.
Gamification can be used to make students motivated. It opens the doors for students to
practice the language quickly and acquire some skills that can be beneficial to solve
different tasks. Moreover, gamification provides a social atmosphere among students,
which allows them to interact and communicate without any obstacles. In gamification,
social context encourages students to express themselves and their feelings. Language
learning is a notoriously challenging and time-consuming process that often requires
years of study and practice to achieve proficiency. Gamification offers an ideal solution
by providing an immersive and entertaining learning experience that students can enjoy
while improving their language skills.
The new demands of the present society of information and communication
have submerged the current educational system in a process of change and adaptation
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(Cabrero, 2005). In fact, “the increasing use of technological resources in all areas of our
daily lives has led to their implementation in the classrooms to respond effectively to
students’ demands” (Curto et al., 2019). For this reason, there has been a need to
introduce new programs, learning theories, methodologies, resources, materials and
devices in the classrooms in order to transform traditional classrooms into digital ones,
and encourage students to acquire skills in the 21st century networked society (Roblizo et
al., 2015). Due to this change in the classroom environment, traditional methodologies
are becoming mainly outdated in the current educational system and alternative teaching
methods are being applied instead.
In this context, a growth in active teaching and learning methodologies has been
observed over the last few years, especially in the teaching and learning of a foreign
language, since “the new social tendencies currently present in our schools have enriched
the language teaching panorama in school contexts” (Trujillo, 2007). Then, active
learning methodologies emerge as a substitute to obsolete teaching practices, demanding
more creativity and interaction in the classroom so that students are engaged with the
materials and the subject to obtain significant learning outcomes. Furthermore,
motivation and students’ learning styles play a key role in the learning experience. Not all
students have the same preferences and styles for learning and activities that are
successful with one group of students, may not work with another. Indeed, “when
students are well-motivated and their learning preferences are proportionally
accommodated, they are likely to get better improvement in their studies” (Kamiluddin,
2019). This is especially relevant in the language classroom, since “motivation of a
learner can indicate the degree of success in second/foreign language attainment”. In
view of this, English teachers should take all learner types into account in order to make
them feel motivated.
Gamification and game-based language environment
At first glance, the terms «gamification» and «game-based learning» may appear
to be synonymous, but they are not. While both incorporate games and learning, Wright
(2018) argues that «the difference lies in how game aspects are integrated into the
learning experience» (para. 1). Game-based learning encourages students to participate in
learning while playing and makes the learning process more interesting, in contrast to
gamification, which is defined as «the practice of using game design elements, game
mechanics, and game thinking in non-game activities to motivate participants» (Al-
Azawi et al., 2016). Indeed, the game components in gamification «are frequently
segregated from the real learning content» (Wright, 2018). Gamification tools include,
for instance, Classcraft, Socrative, Quizlet, and Kahoot. Gamified classes or activities
may contain components like badges, leaderboards, timed tasks, incentives, or points,
which is another crucial aspect. This dissertation will examine if gamification tools are
useful for teaching EFL and whether students think they help them acquire particular
language skills while taking into account this distinction.
The effectiveness of gamification in the context of education has already been
studied by several academics. Since their «main objective is to teach and train the
player,» educational games differ from pure entertainment games in that their
«entertaining nature is rather used as a vehicle to support learning» (Hartmann &
Gommer, 2021). Roblizo et al. (2015) found in their study that gamification is a practice
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that helps improve the outcomes of the teaching-learning process by meeting the
educational needs of students. «The implementation of gamification in learning and
instruction is believed to have broad appeal among the learners in boosting motivation,
learner engagement, and social influence» according to Zainuddin et al. (2020).
Moreover, «gamification is not about technology or a digital platform, rather, it is about
the design and implementation of innovative education that blends gaming elements into
activities». Its primary goal is to «boost user engagement and motivation by utilizing
gaming mechanics, such as points, leaderboards, and instant feedback, among other
things» (Figueroa, 2015).
Although it is a very practical strategy, there are some drawbacks that must be
considered. To start, gamification technologies should not take the place of other
educational resources. According to Figueroa (2015), «the tool will serve as a purpose
and it should not substitute the primary goal of the unit or module» in a gamified
classroom context. The accessibility of electronic tools in each classroom is a crucial
component. Sometimes, there may be no computer, digital screen or other devices to play
games in the classroom, but “as digital technology becomes more affordable and
pervasive in classrooms, gamifying lessons will become easier and more robust”
(Zainuddin et al., 2020). Still, “the L2 educator needs to use the gamification tools
accordingly to the target audience and combine them with the appropriate language
learning approach or strategy” (Figueroa, 2015). Lastly, while using these tools, teachers
must ensure that non-responsible uses or students’ distractions are avoided.
Gamification tools
Kahoot
As noted earlier, this study will look at students’ perceptions of the usefulness of
various gamification tools (such as Kahoot, EdPuzzle, and Quizlet) for teaching and
learning EFL. First off, Kahoot is described as a «game-based learning platform used to
review students’ knowledge, for formative evaluation, or as a change of pace from typical
classroom activities» (Wang & Tahir, 2020). Kahoot is a game application that,
according to Martnez Navarro (2017), enables both gamification and the use of
cellphones in the classroom. Its usefulness for teaching and learning English has
previously been demonstrated by a number of authors. For instance, Rodrguez-Fernández
(2017) examined the use of Kahoot in her study with two groups of university students
who shared similar characteristics in terms of age and health, as well as two different
courses from the same degree.
Wang and Thair (2020) highlight that among its key advantages is that it can
«improve learning performance, classroom dynamics, students’ and teachers’ attitudes,
and students’ anxiety». It also facilitates conversation and has a pedagogical influence by
enabling you to quickly design a fun learning activity (Guano et al., 2020). Kahoot
«creates a situation in which cooperation as well as autonomy can be witnessed,» claims
Zarzycka-Piskorz (2016). Also, it is a tool that instills passion, raises student
engagement, and facilitates content recall and retention (Martnez Navarro, 2017).
According to Guano et al. (2020, p. 48), this learning tool specifically enables pupils to
consolidate vocabulary learning in the English classroom. Cloze exercises, tests,
questions, and word order drills are the most useful Kahoot activities for teaching
vocabulary (pp.49-51). Kahoot stands out as the ideal choice to turn students into the
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heroes of their educational journey because it incorporates active learning. Kahoot’s use
in English classes has drawn criticism from other academics as well. According to the
opinions of the pupils, Kahoot occasionally causes «technical problems,» such as
«unreliable Internet connection,» «not being able to revise your answers,» «not enough
time to answer,» or «difficulty in reading questions and answers on a projected screen»
(Wang & Tahir, 2020). Teachers’ biggest concerns with this tool include “getting the
correct difficulty level of questions”, “network connectivity” and “scoring based on how
quickly students answer”. Given this, one of the key goals of this study is to determine
whether the various perspectives on Kahoot are satisfied in a secondary education class.
Edpuzzle
EdPuzzle is another gamification tool that will be examined in this research.
According to Prawati and Novitasari (2018), using video as a visual aid is «a
straightforward technique to use technology to increase the learning process». Yet, «some
teachers may find it difficult to incorporate video in the classroom, particularly those who
are digital immigrants3.» When viewed in this light, EdPuzzle is revealed to be a «video-
sharing tool that provides educators with a mechanism to improve the utilization of
online videos for learning» (Mischel, 2019). This educational platform enables the
production of interactive movies that can be viewed at home or in a classroom and come
with a variety of questions, including true or false, fill-in-the-blank, open-ended, and
multiple-choice. The requirement that students use their mobile devices to respond to
questions «favors meaningful learning» (Orcos et al., 2018). Students stated that
EdPuzzle «helped them focus more on the main components of the videos and that they
were more confident in their learning after taking embedded quizzes» in the study by
Mischel (2019). Additionally, it enables «instructors to confirm that pupils have seen the
entire session and assess if they comprehend its material». Similarly, Tabassum (2020)
adds that EdPuzzle’s most significant benefit is that «it tracks students’ activity and sends
teachers specific reports of who did not watch it, how much of the video students viewed,
and which part of the video was seen more».
Aula (2020) conducted yet another study with the goal of introducing EdPuzzle e-
learning as a technique to enhance students’ listening abilities. The listening abilities of
the individuals significantly improved after utilizing it. It also provides «a number of
features to complement students’ learning experiences, such as cropping, voiceover,
quizzing, text boxes, reporting, and sharing,» which is another good incentive to use it
(Mischel, 2019). Finally, Prawati and Novitasari (2018) note that «this simple video
platform supports classroom engagement as well as student learning, allows teachers to
save time in generating visual aids». Given all the potential of EdPuzzle that the other
authors indicate, using this tool in a blended face-to-face virtual education setting would
be a fantastic choice. As a result, one goal of my dissertation will be to employ EdPuzzle
to enhance the experience of distance learning.
Quizlet
Quizlet, which is described as a «multifaceted CALL software that teachers and
students can use on the web and as an application» (Toy & Büyükkarci, 2019), is the last
gamification tool that will be used in this study. As teachers can establish their own
classes and control the tasks by tracking learners’ progress, it can also be seen as a
«online learning teaching community platform». The phrase «a mobile and web-based
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application that incorporates learning modules built of ideas and their definitions or
descriptions» is another typical term for this instrument (Montaner-Villalba, 2019). They
contend that it is effective at enhancing vocabulary and that this is «attributable to the
growing role of information and communication technology in all parts of life».
Furthermore, it «enhances active learning both inside and outside the classroom».
It was discovered by Kannan and Munday (2018), who studied the use of ICTs to
teach and learn a second language that many language learners utilize Quizlet and other
digital flashcard apps in order to learn more autonomously. The study sets on Quizlet are
«presented to learners through multiple learning modalities, which include flashcards,
games, collaborative assignments, and quizzes that help learners grasp numerous topics
and, in particular, languages and vocabulary» (Montaner-Villalba, 2019). They are
additionally made to «address the needs of autonomous learners, since they can conduct
various learning exercises, assess their vocabulary, acquisition, and gamify the
vocabulary learning process» (Sanosi, 2018).
Saienko and Chugai (2020) looked into how Google Classroom, ClassTime, and
Quizlet could be used as remote learning resources while under quarantine. Findings
show that 57% of participants agreed that Quizlet is a good tool for learning English
online. Toy and Büyükkarci (2019) investigated «the effects of using Quizlet on foreign
language learners’ vocabulary acquisition success». Quizlet «increases the students’
achievement for vocabulary learning, particularly with word recognition,» according to
the data. Sanosi’s research (2018) investigates the impact of Quizlet on vocabulary
learning and finds that, following a month of using Quizlet to learn vocabulary,
participants demonstrate a significant improvement in the vocabulary post-test.
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