Gamification: Implications for Student Motivation

نتاج البحث

ملخص

Over the last decade, there has been growing interest in gamification, the "use of game design elements in non-game contexts" (Deterding, Dixon, Khaled, & Nacke, 2011). Educational gamification promises to motivate and engage learners; however, published research has demonstrated mixed results. This article explores educational gamification for second language learning by synthesising several strands of theory: Lander’s (2014) theory of gamified learning; the MDA framework (Hunicke, LeBlanc, Zubek, & Zubeck, 2004); and self-determination theory (Deci & Ryan, 1980; Ryan & Deci, 2000). Two pieces of educational research are described and critiqued (Deci & Ryan, 1980; Ryan & Deci, 2000) revealing the need for a systematic approach to gamification design based on a clear description of the teaching and learning context, including the likely motivators of the targeted students; the FRAGGLE (Mora, Zaharias, González, & Arnedo-Moreno, 2016) framework is suggested as a useful model for such innovations.
اللغة الأصليةEnglish
عنوان منشور المضيفOman 19th International ELT Conference
العنوان الفرعي لمنشور المضيفInnovative Approaches to English Language Teaching and Learning
مكان النشرMuscat
ناشرSultan Qaboos University
الصفحات18-29
عدد الصفحات12
حالة النشرPublished - 2020

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