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THEORY AND TRAINING AND EDUCATION TECHNIQUE
DOI - 10.32743/UniPsy.2024.123.9.18186
THE USE OF GAMING TECHNOLOGIES AND GAMIFICATION IN THE PROCESS
OF LEARNING ENGLISH
Volha Hurskaya
Teacher of English, San Diego University for Integrative Studies, USA, CA, San Diego E-mail: teychonok@,gmail.com
ПРИМЕНЕНИЕ ИГРОВЫХ ТЕХНОЛОГИЙ И ГЕЙМИФИКАЦИИ В ПРОЦЕССЕ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ
Гурская Ольга Андреевна
преподаватель английского языка, Университет Сан-Диего для Интегративных Исследований,
Сан-Диего, Калифорния, США
ABSTRACT
The article explores the potential of gaming technologies and gamification in enhancing English language learning, addressing the need for innovative approaches to captivate students' interest. It emphasizes the importance of creating an artificial multilingual environment for effective learning across all academic stages. The study combines insights from international scholars and Belarusian and Russian educators who have successfully integrated gaming technologies into their teaching practices.
Key hypotheses include the benefits of interactive learning methods, such as project-based learning and critical thinking technologies, in creating a competitive environment that boosts students' motivation and cultivates vital characteristics. The article also underscores the urgency of incorporating play in children's development, citing scholars who emphasize its pivotal role in learning, growth, and exploration. Thus, it urges educators and scholars to prioritize play-based learning in their practices.
The findings of this study suggest that gaming technologies and gamification can significantly enhance English language education. However, further research is needed to explore this potential fully. The practical implications of these findings are clear: educators need to adopt innovative technologies and methods to engage students effectively, thereby enhancing the quality of English language learning.
АННОТАЦИЯ
В последние десятилетия в образовательном процессе общеобразовательных учреждений Беларуси стали использоваться инновационные способы обучения, в частности, игровые технологии и геймификация. Одна из образовательных областей, которая получила большую выгоду от этих достижений, — это изучение английского языка, преподавание которого общеизвестно сложно. Цель исследования заключается в том, чтобы провести теоретический анализ особенностей применения игровых технологий и геймификации в образовательном процессе. Методология опирается на анализ исследований зарубежных и белорусских ученых, которые изучали эффективность игровых технологий и геймификации в процессе обучения английскому языку. В результате анализа получены данные, что эффективность игровых технологий и геймификации основана на интерактивном подходе, с помощью которого обучающиеся учатся взаимодействовать как с учителем, так и с другими и учениками. На уроке активны все обучающиеся, у каждого их них формируется личное мнение, так как ученики учатся формулировать самостоятельные выводы.
Автором исследования сделан вывод, что изучение английского языка с использованием традиционных методов и приемов для современных школьников является трудной и утомительной задачей, так как запоминание материала происходит достаточно медленно. Но включение в образовательный процесс игровых технологий и геймификации можно назвать интерактивным способом вовлечения и мотивации учащихся, что существенным образом изменяет опыт не только учеников, но и преподавателей.
Keywords: gaming technologies, gamification, English language learning, innovative technologies, play, interactive learning methods, academic stages.
Ключевые слова: образование, английский язык, игровые технологии, геймификация, обучение.
Библиографическое описание: Hurskaya V. The Use Of Gaming Technologies And Gamification In The Process of Learning English // Universum: психология и образование : электрон. научн. журн. 2024. 9(123). URL:
https://7universum.com/ru/psy/archive/item/18186
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Introduction
Language is not just a tool for communication but a multifaceted aspect of human existence. It enables us to convey information, express feelings, and share knowledge and experiences. Language is pivotal in facilitating intercultural communication and is essential for societal cohesion and understanding. It allows for the exchange of information and serves as a vehicle for cultural expression, identity formation, and heritage preservation. Its significance extends beyond mere communication, influencing how we perceive the world, interact with others, and shape our collective understanding of reality. Language is a fundamental aspect of human existence, profoundly shaping our thoughts, actions, and relationships [1].
In front of an English language teacher lies the purposeful task of captivating students' interest in acquiring new knowledge. However, the level of English education in Belarus could be considered average. Most modern students do not always grasp the relevance of gaining knowledge; they lack interest and cognitive abilities due to a lack of language understanding and insufficient communicative competence. The ranking of countries by English language proficiency further evidences this [2].
This research aims to theoretically analyze the features and effectiveness of using gaming technologies and gamification in the educational process, particularly in teaching English.
Integrating innovative technologies into the educational process can effectively address this challenge. Creating an artificial multilingual environment is pivotal for effective learning across all academic stages. Teaching English in contemporary settings is transforming due to adopting educational standards. Many textbook options accompany this shift, each vying to enhance the primary didactic goal of boosting language and communicative competence levels.
As a result, many educators actively seek optimal technologies that can cultivate a positive attitude toward knowledge acquisition among students and serve as a motivational catalyst. Various innovative technologies have emerged in today's educational landscape, including interactive learning methods, brainstorming, reflection, project-based learning, critical thinking technologies, and more.
Gaming technologies and gamification are among these tools, fostering interactivity in lessons. These methods enhance learners' understanding and retention of study materials and promote collaboration and practical interpersonal skills within the learning community. These technologies aim to achieve the educational objectives set by teachers, thereby revolutionizing the teaching and learning experience [3].
The research methodology was robust and multifaceted, combining insights from prominent international scholars who have extensively studied integrating gaming activities into educational settings. Moreover, it incorporated findings from Belarusian and Russian educators who have successfully implemented gaming technologies and gamification in their teaching practices. By synthesizing these diverse perspectives, the study aimed to comprehensively analyze the potential benefits and challenges of using gaming technologies and gamification in English language education, focusing on identifying future directions and opportunities for further research and implementation.
According to dictionary terminology, a game is a structured activity within a simulated or designated environment. Its primary objective is to recreate and internalize societal experiences typically embodied in established modes of conducting object-related actions involving elements of both science and culture. Through gameplay, individuals learn and assimilate these experiences, often in a context separate from real-life consequences [4].
The study of games is a subject of broad interest across various fields, including psychology, ethnography, cultural history, management theory, and pedagogy. In the realm of foreign science, notable theories of games have been developed by scholars such as K. Gross, S. Spencer, and J. Huizinga [5]. These theories offer valuable insights into the nature of gameplay, its impact on human behavior and society, and its role in shaping cultural practices and management strategies. Through their work, these scholars have contributed significantly to our understanding of games as a fundamental aspect of human experience.
The international community has widely acknowledged the importance of play, culminating in establishing the International Play Association (IPA) in 1961. The IPA was founded to advocate for children's right to play and promote the value of play in children's lives. In 1977, the IPA published the Declaration on the Importance of Play, emphasizing that children are the foundation of the future. That play is an essential component of this foundation [6]. The declaration highlighted the critical role that play serves in children's development, stating that it is through play that children learn, grow, and explore the world around them.
The Declaration's points underscore the fundamental role of play in children's lives:
1. Children continuously engage in play activities as they grow and develop.
2. Play is not just a pastime but a fundamental need for children's well-being and development.
3. Play is a vital form of communication, allowing children to express their thoughts, emotions, and actions.
4. Play is driven by instinct, leading to its spontaneous and voluntary nature.
5. Engaging in play promotes the development of physical, intellectual, emotional, and social aspects of a child's personality.
Methods
Results
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6. Play is more than just an activity; it is a way for children to experience and interact with the world around them, enriching their lives and fostering their growth and development [6].
By acknowledging the importance of play, the Declaration underscores the value of creating environments and opportunities that support and encourage children's play, recognizing it as an essential aspect of their lives and overall development.
According to S.A. Aliyeva, play activity, which should be used in the learning process, requires adherence to specific rules formulated by J.A. Comenius in 1652 in "The Laws of a Well-Organized School." Based on his experience, J.A. Comenius developed the following rules for play activity:
1. Play activity should be chosen at a strictly defined time, without detracting from the main activity.
2. Play activity should not excessively excite the child or, on the contrary, restrain his natural impulses.
3. Observance of safety measures during play activity.
4. Play activities should serve a serious purpose - education.
5. Any game should end on time before it becomes boring.
6. The teacher should constantly monitor the play activity of the students [7, p.234].
The rules for play activity underscore the significance of incorporating structured play into educational practices. These guidelines advocate for a balanced approach that encourages learning while ensuring the safety and well-being of participants. Adhering to these principles can enhance the academic experience and promote holistic development in children.
Sociologist and historian Johan Huizinga regarded play as a fundamental aspect of culture. In his seminal work "Homo Ludens: A Study of the Play-Element in Culture," he posited that play predates culture itself. Huizinga argued that the concept of culture, however one might describe it, inherently involves human society, whereas animals did not need humans to teach them how to play. He contended that play is a function imbued with meaning, suggesting that it serves a purpose beyond mere entertainment. Huizinga's perspective underscores the profound significance of play in shaping human behavior, social interactions, and the development of cultural practices [8, p.10].
The German psychologist K. Gross interprets play activity as a progression towards a more serious approach to development, suggesting that individuals advance towards more sophisticated forms of learning and understanding through play [4, p. 250].
English sociologist H. Spencer, in his theory, posits that play serves as a form of respite for tired individuals, offering a break from routine activities and providing a space for relaxation and rejuvenation. This perspective suggests that play serves recreational purposes and plays a crucial role in maintaining mental and emotional well-being by offering a temporary escape from the demands of daily life [4, p.5].
Russian researcher L.S. Vygotsky believed that play activity catalyzes the development of internal processes, such as inner speech, logical memory, and abstract thinking. He acknowledged that through play, children enhance their cognitive abilities and learn to regulate their behavior and emotions, fostering overall psychological development [9, p. 221]. Vygotsky's theory highlights the importance of play in shaping various aspects of a child's cognitive and social development, emphasizing its role as a fundamental element of learning and growth.
In psychology and pedagogy, many theories exist concerning play activity. However, the methodology surrounding play activity lacks extensive and profound exploration, according to A.M. Novikov, constructing the methods of scientific activity can be achieved relatively easily through a straightforward system. On the other hand, formulating the methodology of educational activity proves more challenging due to the scarcity of publications on the method of play activity [4, p. 5]. This indicates a need for further research and exploration in this area to enhance our understanding of the role and significance of play in learning and development.
Interactivity is a foundational advantage in utilizing gaming technologies. Play activity represents an optimal approach to breaking the monotony often associated with traditional teaching methods, effectively engaging students. By introducing gaming technologies, educators can create a competitive environment that boosts students' motivation and cultivates vital characteristics such as persistence in overcoming language-learning challenges [10]. This gamified approach enhances the learning experience and fosters a more dynamic and interactive educational environment.
In modern English language teaching, gaming technologies are divided into three main categories, as depicted in Figure 1.
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Figure 1. Classification of gaming technologies in teaching the English language [1]
Each of these technologies has certain advantages that enhance the effectiveness of English language learning for students. Let's consider these gaming technologies in more detail.
Learning through gaming involves using games to achieve specific learning objectives through a structured storyline or narrative (such as board games or role-playing games), immersing learners in gameplay. Incorporating gaming activities into English language teaching provides students with a captivating and meaningful platform to practice fundamental language skills. Furthermore, this approach enables learners to acquire a personalized learning experience tailored to their needs and preferences [11]. Through gaming, students are engaged in various language tasks, such as listening, speaking, reading, and writing, within the context of the game, which helps reinforce language learning in a fun and interactive way.
When incorporating gaming into teaching, it is helpful to distinguish between didactic games and role-playing games. Each type of game involves specific tasks, but they share a common goal. Didactic games focus on educational content, often involving tasks that require problem-solving or knowledge application. Role-playing games, on the other hand, involve immersing learners in simulated real-life situations, encouraging them to act out roles and scenarios. Both types of games can effectively engage learners and enhance their language skills. Let's outline the key elements of gaming activities in Figure 2.
The structure of gaming activities in teaching the English language
S V7
/ Prpnari
Preparatory organizational component:
- the name of the game;
- the aim of the game;
- equipment;
- game motivation.
V7
Process-substantive component:
- the essence of the game;
- the rules of the
game;
- game actions;
- gameplay.
\7
Analitical component:
- summary of the game;
- results of the game.
Figure 2. Generalized structure of gaming activity
According to G.A. Uruntaeva, adherence to rules is a crucial requirement for accomplishing gaming and didactic objectives:
1. Collective activity organization involves coordinating actions and monitoring compliance with rules [12]. It fosters teamwork skills and ensures fair play. Moreover, it cultivates a sense of responsibility and discipline among participants.
2. Creating groups with a mix of age levels entails transferring gaming experience from older children to younger ones [12]. This practice enhances social interaction and facilitates the sharing of knowledge and skills among peers. Additionally, it promotes a sense of community and mutual support within the group.
Gaming activities in English language teaching are designed to facilitate the acquisition of grammar, vocabulary, phonetics, and spelling knowledge, aiming to develop students' speaking and communicative skills. Through engaging in these activities, students enhance their understanding of language rules and structures and practice applying them in context. This immersive approach helps learners become more confident and proficient in using English in real-life situations,
ultimately fostering their language fluency and communicative competence.
In the realm of didactic games, gaming activities can be categorized into two main types: "language-based games" and "language games" [11].
Language-based games focus on acquiring grammatical knowledge, often including crosswords, board games, and puzzles. These games are particularly effective in reinforcing grammar rules and structures in a fun and interactive way.
On the other hand, language games are geared toward developing practical language skills such as listening, reading, speaking, and writing. These games immerse learners in real-life language situations, helping them practice and improve their language abilities through engaging activities.
Both types of games play a crucial role in language learning. They make the learning process more enjoyable and effective, ultimately enhancing students' overall language proficiency.
Gaming activities within role-playing (creative) games involve using game roles to develop and enhance communication and language skills. In these games, participants take on specific roles, often related to real-
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life or fictional scenarios, and interact with each other using the target language [11]. This immersive experience encourages language use in a practical context and fosters creativity, collaboration, and critical thinking. Through role-playing games, learners can improve their language proficiency while developing essential social and cognitive skills.
In their professional practice, an English language teacher can utilize various internet resources, such as "Internet Lesson" [13] and "Audio-Class" [14], to optimize the educational process through gaming technologies. This approach contributes to forming positive emotions and promotes healthy competition among students, motivating them to invest more effort and time into language learning. Additionally, using such resources allows for a more interactive and engaging learning experience, helping students develop a deeper understanding of the language and its practical use.
Gaming technologies offer educators valuable insights into students' learning styles, enabling them to tailor their teaching methods accordingly. By adapting the curriculum to suit individual needs and abilities, teachers can provide a more personalized learning experience, enhancing student satisfaction and engagement. Moreover, gaming technologies allow educators to track students' progress more effectively, enabling them to identify areas for improvement and provide targeted support.
One of the critical advantages of gaming technologies is their ability to immerse students in an artificial language environment. This immersive experience helps students develop their communication and critical thinking skills in English, making it easier to achieve educational goals. Educators can create a dynamic and interactive learning environment that motivates students to actively participate in their teaching practices by integrating gaming technologies into the educational process [10; 11].
For instance, educator A. Bendo employs various gaming technologies in his pedagogical approach, including collaborative learning strategies and incorporating games such as "TeamPairSolo," "RallyRobin," "Think-Write-Round Robin," "Jigsaw," and others. Here's a brief overview of some of the games he utilizes:
TeamPairSolo: This game involves organizing students into teams, pairs, or individual players to work on tasks collaboratively. It encourages teamwork, communication, and problem-solving skills.
RallyRobin: In this game, students take turns sharing ideas or answers rapidly. It promotes active participation and quick thinking, enhancing students' ability to articulate their thoughts clearly and concisely.
Think-Wrait-Round Robin: This game combines elements of brainstorming and round-robin discussions. Students are given a topic or question to think about individually and then share their ideas in a group discussion. It encourages critical thinking and helps students explore different perspectives.
Jigsaw: The Jigsaw method involves dividing students into groups, each assigned a different
information or topic to research. After becoming experts on their assigned topic, students regroup to share their findings with the rest of the class. This promotes collaboration, research skills, and a deeper understanding of the material.
By incorporating these games into his teaching practice, A. Bendo creates a dynamic, engaging learning environment that encourages active student participation and collaboration.
In her pedagogical practice, English language teacher O.A. Romanova focuses on eliciting the psychological emotion of surprise to enhance students' positive experiences with learning and thereby foster the necessary motivation. She achieves this using various gaming technologies, including ready-made game sets such as "Fabula," "Trendy English," and "KeenTeens" [15].
Fabula: This game set offers engaging storytelling activities that immerse students in narratives, encouraging them to follow along and anticipate the plot twists. Students will likely be more engaged and motivated to continue learning by incorporating surprises and unexpected events in the stories.
Trendy English: This game set incorporates current trends and popular culture references into language learning activities. By connecting language practice with relevant and exciting topics to students, the game helps maintain their attention and enthusiasm for learning.
KeenTeens: This game set caters to teenage learners, offering activities and challenges tailored to their interests and learning styles. By addressing teenage students' unique needs and preferences, the game helps keep them motivated and engaged in the learning process.
Overall, O.A. Romanova's use of these gaming technologies demonstrates her innovative approach to teaching, leveraging surprise and engagement to create a positive and motivating learning environment for her students.
Utilizing gamification technology in English language education involves integrating game-like elements such as points, levels, and rewards into the learning process. This approach aims to enhance motivation and engagement among students. One key aspect of this approach is implementing a ranking system, where students earn points for completing tasks or mastering language skills. These points can then unlock levels or achievements, providing a sense of progression and accomplishment. Moreover, gamification encourages friendly competition among students as they strive to earn more points or achieve higher levels than their peers. This competitive element can motivate students to actively participate in learning activities and improve their language skills. Gamification enhances student motivation and engagement and fosters a more interactive and enjoyable learning experience [16].
Gamification technology enhances motivation and fosters a sense of community among students. Many gamified learning platforms and activities are designed to encourage social interaction and collaboration among
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players. Students develop a sense of belonging and shared purpose by working together towards common goals, significantly enhancing their learning experience.
Additionally, gamification can help reduce stress and anxiety commonly associated with learning a foreign language. The interactive and engaging nature of gamified learning can make the learning process more enjoyable and less intimidating. This, in turn, can help students feel more relaxed and confident, leading to better learning outcomes [16].
Pedagogue Fan Juan advocates for using the Duolingo app in language teaching due to its highly effective integration of gamification technology [17].
Duolingo is a popular language-learning platform that offers a wide range of interactive lessons and activities designed to make learning fun and engaging. One of the critical features of Duolingo is its gamified approach to language learning. The app uses a point system, levels, and rewards to motivate users to complete lessons and practice regularly. Users earn points for correct answers and can track their progress through the levels, creating a sense of achievement and progress.
Duolingo also incorporates game-like elements such as challenges, leaderboards, and achievements, further enhancing the gaming experience. These features make learning more enjoyable and help users stay motivated and engaged in their language-learning journey.
Duolingo's effective use of gamification technology makes it an ideal platform for educators like Fan Juan to incorporate into their teaching practice. It provides a fun and interactive way for students to learn a new language.
Educator T.V. Berdnik emphasizes thoroughly planning and developing game elements in gamified learning to meet contemporary educational standards. According to Berdnik, key components such as plots, goals, tasks, time constraints, levels, scoring systems, and performance tracking are essential for successfully implementing gamification in education [18].
By carefully designing these elements, educators can create a more engaging and practical learning experience for students. A well-developed plot and clear goals give students a sense of purpose and direction, motivating them to participate actively in the learning process. Varied and challenging tasks keep students interested and help maintain their focus throughout the lesson. Time constraints add a sense of urgency and excitement to the activities, encouraging students to stay focused and complete tasks promptly.
Furthermore, using levels, scoring systems, and performance tracking allows students to track their progress and see their improvement over time. This boosts their confidence and provides them with a clear understanding of their strengths and areas for improvement.
Overall, T.V. Berdnik believes that by carefully developing these game elements, educators can create a positive and engaging learning environment that encourages active participation and enhances learning outcomes [18].
In her pedagogical practice, M.N. Dubkova combines the traditional lesson system with a unique point-based system for recording and memorizing English language rules and vocabulary words [19].
When considering such a variety of gaming technologies as virtual reality, it is necessary to analyze the technique of modeling a three-dimensional environment. Within learning English, virtual reality gaming technology provides students with a virtual environment to practice and improve their language skills. For example, with the help of special headsets, students can take a virtual journey to an English-speaking country, where they can communicate with native speakers and practice their speaking and listening skills. In this case, virtual reality gaming technology provides students with a more realistic and practical learning experience, making it an effective educational tool. Additionally, virtual reality gaming technology can be used for cultural immersion, offering students a deeper understanding of the language and culture of English-speaking countries.
English teacher D.A. Shvets suggests using virtual reality glasses to immerse students in the environment necessary for studying the topic. For example, if the task describes a bike trip, the student can use the virtual reality glasses to be transported to France during the Tour de France cycling race. The teacher plays the reporter role and asks the students relevant questions that must be answered. Each mistake is recorded, and at the end of the exercise, the teacher highlights the errors made by the student and reinforces the correct answers [20].
Despite the numerous and undeniable advantages of the gaming technologies mentioned above, their use in learning is not without specific difficulties. These difficulties are primarily associated with some teachers' reluctance to adopt these methods. Often, this reluctance stems from a lack of experience and specialized knowledge among educators in applying modern innovative technologies. Additionally, some teachers may be deterred by the extra time and effort required for planning and conducting lessons using gaming technologies. There may also be a fear among educators that students could become overly dependent on these technologies, potentially diminishing their overall language skills.
However, English language educators must balance modern technologies and traditional teaching methods for an effective educational process. Only through this approach can students be guaranteed to continue developing all aspects of their language skills [19].
As we have already noted, gaming technologies and gamification contribute to the interactivity of a lesson. We compared a traditional lesson with an interactive one among the international students of San Diego University for Integrative Studies. Within the research, we spent five classes teaching ESL with the traditional methodology for one group of students and five lessons teaching ESL using gamification and interactive technologies for another group. More than 50 students from different countries took part in this research.
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We came up with the following results, as presented in Table 1.
Table 1.
Comparing lessons using traditional and interactive methods:
Aspect Traditional Lesson Interactive Lesson
Student Engagement Often passive, limited interaction with content. Highly interactive, students actively participate.
Learning Experience Typically focused on textbook material and lectures. Incorporates multimedia, simulations, and hands-on activities.
Feedback Limited and delayed, often after completing assignments. Immediate and continuous, integrated into activities.
Collaboration Minimal, primarily individual work. Promotes collaboration through group activities and discussions.
Motivation Relies heavily on external motivation (e.g., grades). Intrinsic motivation is fostered through engaging in activities and challenges.
Flexibility Less flexible, structured schedule and content delivery. More flexible, can adapt content and pace to student needs.
Technology Integration Relatively low, limited use of technology. Integrates technology extensively for learning enhancement.
Learning Outcomes Often focused on memorization and testing. Emphasizes critical thinking, problem-solving, and real-world application.
This comparison demonstrates that interactive lessons, facilitated by gaming technologies and gamification, offer a more engaging and practical learning experience than traditional lessons. They promote active participation, immediate feedback, collaboration, and intrinsic motivation, enhancing learning outcomes.
Conclusion
Studying English, or any language, using traditional methods can be challenging for modern students. These methods often rely heavily on rote memorization, which can be slow and tedious. However, game technologies and gamification offer a new and innovative approach to language learning that is engaging and effective.
By incorporating elements of games into the learning process, such as rewards, challenges, and interactive activities, students can become more motivated and enthusiastic about learning. This approach provides a more personalized experience, as students can progress at their own pace and focus on areas where they need improvement.
Adopting these technologies can provide valuable insights into students' progress and areas of difficulty. It also allows teachers to explore new teaching methods and strategies, ultimately improving their skills and effectiveness in the classroom.
Overall, game technologies and gamification offer a modern and engaging language-learning approach that can benefit students and teachers alike.
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