Gamification: Implications for Student Motivation

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

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.
Original languageEnglish
Title of host publicationOman 19th International ELT Conference
Subtitle of host publicationInnovative Approaches to English Language Teaching and Learning
Place of PublicationMuscat
PublisherSultan Qaboos University
Pages18-29
Number of pages12
Publication statusPublished - 2020

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