Gamification and Learning Spanish as a Modern Language: Student Perceptions in the University Context

Autor/inn/en	Batlle Rodríguez, Jaume; Vicenta González Argüello, María
Titel	Gamification and Learning Spanish as a Modern Language: Student Perceptions in the University Context
Quelle	In: Language Learning in Higher Education, 13 (2023) 1, S.89-103 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2023-2016
Schlagwörter	Gamification; Spanish; Student Attitudes; Instructional Effectiveness; College Students; Vocabulary Development; Grammar; Student Motivation; Cooperative Learning; Foreign Countries; Second Language Learning; Second Language Instruction; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Spanisch; Schülerverhalten; Unterrichtserfolg; Collegestudent; Wortschatzarbeit; Grammatik; Schulische Motivation; Kooperatives Lernen; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Gamification is a methodological strategy that has been applied for several years in the field of modern language learning. It is employed primarily to increase students' motivation by incorporating game elements into an otherwise didactic context. Research into the use of gamification in language teaching has focused largely on characterizing the specific practices involved and on determining the degree of motivation elicited in students. There has been little examination of students' perceptions of gamification or their assessment of its effectiveness for learning a modern language. This study analyses learner perception and motivation among a group of sixteen university students of Spanish as a modern foreign language following participation in a gamified learning experience. Analysis of the information gathered from student perception questionnaires and non-participant observation indicates that the students perceive progress in vocabulary learning but not in grammatical knowledge. The students also report a high level of motivation for the proposed learning activities due to the possibility of working collaboratively with their classmates. The article concludes with reflections on the relevance and didactic implications of gamification as a methodological strategy in modern foreign language teaching at higher education level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01