Like a Game
Responsive Gamification in Language Teaching
DOI:
https://doi.org/10.46230/2674-8266-12-3671Keywords:
Gamification, Responsive Design, Language Teaching, Active LearningAbstract
The transposition of game elements to language teaching, defined as gamification, has aroused the interest of researchers in the area, who see this transposition as a way to promote student's motivation, involvement, and commitment. The aim of this study is to investigate which game elements can be redirected to education and ensure they provide the best results. For this purpose, we use, as methodology, a broad narrative review of previous studies on gamification and responsive design in an attempt to arrive at responsive gamification, seeking to identify the game elements most responsive to the resources available in the teaching context, to the objectives of language teaching and to student’s preferences and styles of learning. After analysing and reflecting on the data generated by these studies, we found results showing a significant difference between peripheral game elements, with little impact on the student's motivation, and intrinsic game elements, capable of empowering the student to overcome difficulties by persisting in the action through trial and error, the essence of gaming and learning.
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