The Benefits of Gamification in the English Learning Context
Abstract
ABSTRACT
This study aims at displaying the results of reviewing research-based articles about gamification in the context of learning English. The concept of games has changed from a self-entertainment into an edutainment through adjustments and modifications. This notion is adapted by teachers in big countries such as Poland, China, and the US to enhance their English class with surprisingly ensuing positive results (Rothwell & Shaffer, 2019). These results have triggered the writer to find out more about the benefits of gamification and to conduct qualitative research through the review process. The writer collected and analyzed thirteen relevant articles from journals and websites. The results indicated that gamification indeed brought benefits to students. The foremost results included motivation improvement, promoting positive attitudes and better performances, fostering 21st-century skills and better cognitive achievements, encouraging social interaction and independencies, and improving competitiveness among students during the learning process.
ABSTRAK
Penelitian ini bertujuan untuk memaparkan hasil dari telaah artikel berbasis riset tentang gamifikasi pada konteks pembelajaran Bahasa Inggris. Konsep permainan telah berubah dari hiburan mandiri menjadi edutainment melalui penyesuaian dan modifikasi. Konsep ini, terutama permainan online, diadaptasi oleh para guru di negara-negara besar seperti Polandia, China, dan US untuk meningkatkan aktifitas kelas Bahasa Inggris mereka dengan yang hasil positif yang mengejutkan (Rothwell & Shaffer, 2019). Hasil ini menjadi motivasi penulis untuk menggali lebih dalam tentang manfaat gamifikasi dalam pembelajaran Bahasa Inggris sehingga penulis melakukan penelitian kualitatif melalui proses review. Penulis telah mengumpulkan dan menganalisa tiga belas artikel yang relevan dari jurnal dan situs web. Hasil analisa menunjukkan bahwa gamifikasi memang bermanfaat bagi siswa. Manfaat yang paling utama yaitu meningkatkan motivasi dan penampilan yang baik, mengembangkan keterampilan Abad 21, mendorong interaksi social dan kebebasan, serta meningkatkan daya saing antar siswa selama pembelajaran.
How to Cite: Rahmani, E.F. (2020). The Benefits of Gamification in the English Learning Context. IJEE (Indonesian Journal of English Education), 7(1), 32-47. doi:10.15408/ijee.v7i1.17054
Keywords
References
Alfulaih, W. K. (2018). The impact of using games on developing Saudi female EFL students' speaking skills. British Journal of Humanities and Social Sciences, 19(2), 14-23.
Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The role of gamification technique in promoting student learning: a review and synthesis. Journal of Information Technology Education: Research, 395-417. doi.org/10.28945/4417
Antonaci, A., Klemke, R., & Specht, M. (2019). The effects of gamification in online learning environment: A systematic literature review. Informatics, 6(3), 1-22. doi.org/10.3390/informatics6030032
Basler, J., & Dostal, J. (2015). Research of the amount of time spent playing computer games by children at the age of 11 and 14. TOJET: The Turkish Online Journal of Educational Technology, 18(3), 489-493.
Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. doi.org/10.3316/QRJ0902027
Boyinbode, O. (2018). Development of a gamification based English vocabulary mobile learning system. International Journal of Computer Science and Mobile Computing, 7(8), 183-191.
Christians, G. (2018). The origins and future of gamification. South Carolina (Unpublished Master’s thesis. University of South Carolina). Retrieved from https://rb.gy/qus9no
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 1-24. Doi.org/10.1080/09588221.2019.1648298
Deterding, S., Khaled, R., Nacke, L. E., & Dixon, D. (2011). Gamification: toward a definition. CHI 2011 Gamification Workshop Proceedings (pp. 1-4). Vancouver, Canada: Gamification Research Network.
Ferreira, M., Cardoso, A. P., & Abrantes, J. L. (2011). Motivation and relationship of the student with the school as factors involved in the perceived learning. International Conference on Education and Educational Psychology (ICEEPSY 2011) (pp. 1707-1714). Istanbul, Turkey: Elsevier Ltd.
Flores, J. F. (2015). Using gamification to enhance second language learning. Digital Education Review, 32-54.
Glowacki, J., Kriukova, Y., & Avshenyuk, N. (2018). Gamification in higher education: Experience of Poland and Ukraine. Advanced Education, 105-110.
Healey, D. (2018). Gamification. Oregon, The United States: Macmillan Education.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. New Jersey, The United States: John Wiley & Sons.
Kriyakova, G., Yordanova, L., & Angelova, N. (2014). Gamification in education. 9th International Balkan Education and Science Conference (pp. 1-5). Edirne, Turkey: International Balkan Education and Science Conference.
Lam, S. L. (2016). Use of gamification in vocabulary learning: A case study in Macau. CELC Symposium (pp. 90-97). Singapore, Singapore: Center for English Language Communication (CELC).
Lin, D. A., Ganapathy, M., & Kaur, M. (2018). Kahoot! It: Gamification in higher education. PETRANIKA Journal, 26(1), 565-582.
Makiko, N., Ryoji, M., & Tomohiko, I. (2013). More time spent on television and video games, less time spent studying? REITI, 1-31.
Maloney, S. (2019, July 2). Gamification in English language teaching: More than a child's play. Retrieved from https://hongkongtesol.com/blog/2019/07/gamification-english-language-teaching-more-childs-play
Marczewski, A. (2013, 3 11). What's the difference between gamification and serious games? Retrieved from https://www.gamasutra.com/blogs/AndrzejMarczewski/20130311/188218/Whats_the_difference_between_Gamification_and_Serious_Games.php
Mikasyte, V. (2018). Gamified EFL instructions: An overview of the most recent research trends. Proceedings of the IVUS International Conference on Information Technology (pp. 7-12). Kaunas, Lithuania: International Conference on Information Technology.
Mufidah, N. (2016). The effect of gamification on English language anxiety and grammar achievement (Unpublished Master’s thesis). Retrieved from Widya Mandala Catholic University Surabaya Repository database.
Peresada, E. (2019, Desember 8). How to gamify your English class. Retrieved from https://medium.com/@peresada/how-to-gamify-your-english-class-step-1-b6b64d80b59e
Rothwell, G., & Shaffer, M. (2019). eSports in K-12 and Post-Secondary schools. Education Sciences, 9(2) 1-10. doi.org/10.3390/educsci9020105
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1) 68-78. Doi.org/10.1037/0003-066X.55.1.68.
Yanes, N., & Bououd, I. (2019). Using gamification and serious games for English language learning. 2019 International Conference on Computer and Information Sciences (2019 ICCIS). Al Jouf, Saudi Arabia: IEEE.
YanFi, Udjaja, Y., & Sari, A. C. (2017). A gamification interactive typing for primary school visually impaired children in Indonesia. 2nd International Conference on Computer Science and Computational Intelligence 2017 (ICCSCI 2017). Bali, Indonesia: ICCSCI.
DOI: 10.15408/ijee.v7i1.17054
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
