Gamification in Language Education: Reinforcement-Assessment Development Theory
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2023, Vol 12, Issue 1
Abstract
Gamified elements utilized inside the classroom pave the way to a more conducive learning environment, especially in teaching language subjects. This study developed a theory in language education capturing the process of reinforcing learning, assessing classroom outcomes, and developing concepts elicited through the interplay of gamification in instruction. Anchored from the Deductive Axiomatic Approach and gamification theory, this study used a mixed method design. Using descriptive statistics, descriptive qualitative analysis by Colaizzi, and document analysis, it uncovered the relationship of variables and factors affecting the impact of gamified elements employed in classroom discussion. A validated researcher-made questionnaire was administered and Virtual interviews and focus group discussions were conducted in order to gravitate information about gamification in language education. Axioms and propositions were generated. There are 5 axioms construed, namely; (1) Gamification sparks the content in language education to an interesting one; (2) Language education supported with gamified elements increases the attention span of the learners; (3) Gamification hastens the ability of the learners to finish answering the questions; (4) Gamification provides an efficient way of checking the answers in a positive way; (5) Gamification increases retention and promotes knowledge construction in language education. From these axioms, 10 propositions were formulated, namely; Gamification (1) should critically provoke the learners to think, (2) should consistently make the game-design elements attractive and friendly, (3) should capture the interest of the learners, (4) should be novel, (5) should have an easy way to accomplish an academic task, (6) should provide a unique reward system, (7) should reiterate progression than regression, (8) should have a real-time feedbacking of answers, (9) should have a lasting effect, and (10) should promote in generating new knowledge. With these axioms and propositions, the reinforcement-assessment-development theory of gamification in language education was generated.
Authors and Affiliations
Elisa Tapales
Keywords
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- EP ID EP728959
- DOI https://doi.org/10.5281/zenodo.8233887
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