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Using Game Design and Game Elements in the EFL Classroom ====== >GAMIFICATION ========================================================== >Using game design and game elements in the EFL classroom_ ========================================================== Figure 1 Alien by Illaria Bernareggi / The Noun Project Gilles Glod professeur-candidat Lycée Technique de Bonnevoie Declaration of originality I certify that all material contained in this travail de candidature is my own work. All source material is clearly acknowledged as and when it occurs in the references, as well as in the list of works cited. Luxembourg, 4th November 2017 2 Gilles Glod professeur-candidat au Lycée Technique de Bonnevoie Gamification: using game design and game elements in the EFL classroom Bonnevoie, 2017 3 Abstract Research objectives This thesis discusses the ways in which one of the basic human instincts – the urge to play – can be used in an EFL classroom to improve learners’ motivation, social skills and willingness to engage in language learning. My thesis focuses on three major aspects. First, in my lessons, I have implemented games as well as features that often form the core of games, such as rules of play, experience points, achievements, and the levelling up and customization of an avatar. The learners see their progress mirrored within the paradigm of role-playing games: their activities in the classroom inform the de- velopment of their in-game avatars and unlock real-life abilities and rewards. Second, I analyse which games and aspects of gamification are conducive to the creation of a ludic space. While the use of tablets is not the core focus of this thesis, I have worked with pedagogical and language-learning games designed for tablets as well as classroom games designed to use tablets as one of their central features. However, I also consider how the use of ICT (information and commu- nication technologies) can threaten the ludic space. Third, I explore the potential that ICT-based gamification offers in terms of assessment. Modern digital games provide players with detailed data on their performance. Such data can facilitate stu- dents’ self-evaluation and be used to help learners identify and work on their strengths and weak- nesses. Statistical data can also help teachers to analyse their own practice. Moreover, I examine the importance and feasibility of implementing automated assessment and making immediate feedback accessible to learners. Methodology I have based my research on a variety of sources, including academic research papers, educational news, works on the theory of game design and gamification. My thesis also analyses existing gamifi- cation projects and tablet-based language learning tools. Moreover, I inspect whether my findings are compatible with those of educational theories such as behaviourism and socio-constructivism. I have implemented a select number of projects in my lessons with one 11CM and two 10CM classes. In order to assess the effect the projects have on the students’ learning, I have conducted surveys among the learners, observed their reactions to and use of gamification, and evaluated the data generated by the gamification project. 4 Expected outcomes With this thesis, I hope to demonstrate that gamification can be a useful tool to support classroom management, to kindle students’ willingness to actively participate and to increase their motivation. I document what elements of gamification successfully lead to ludic interaction among learners and encourage cooperation. The thesis should also show which strategies can reasonably be implemented by other teachers. My findings should thus add to a field that has developed only recently, yet allow me and other teachers to better understand the basic need for playfulness. 5 You are in a maze of witty little passages; all invite. Level Select 1 Press Start | Introduction.......................................... 9 1.1 Ludification .................................................. 9 1.2 Structure .................................................... 10 1.3 Goals ........................................................ 10 2 The cake is a lie | Motivation..................................... 11 2.1 Definition ................................................... 11 2.2 Intrinsic Motivation ......................................... 11 2.3 Extrinsic Motivation ......................................... 16 2.4 Rewards ...................................................... 20 2.5 Amotivation .................................................. 23 3 Git Gut | Feedback................................................. 27 3.1 Feedback mechanics ........................................... 27 3.2 Feedback loops ............................................... 27 3.3 Best practice ................................................ 28 3.4 Formative feedback ........................................... 29 4 Challenge accepted | The potential of games........................ 31 4.1 What’s in a (good) game? ...................................... 31 4.2 Cheating ..................................................... 35 5 YOU DIED | Serious Games........................................... 37 5.1 Outline ...................................................... 37 5.2 Design ....................................................... 37 5.3 Benefits ..................................................... 38 5.4 Criticism .................................................... 40 5.5 Verbivores ................................................... 41 5.6 Crosswords ................................................... 44 5.7 Memrise ...................................................... 45 5.8 Actionbound .................................................. 46 5.9 Patches ...................................................... 49 6 Insert disc | Gamification......................................... 51 6.1 Criticism .................................................... 51 6.2 Bringing game elements into lessons .......................... 53 6.3 Terminology .................................................. 53 6.4 Gameful design ............................................... 54 6.5 Ethics ....................................................... 56 6.6 Summary ...................................................... 57 7 Start new game | Classcraft........................................ 59 7.1 Origins and development ...................................... 59 7.2 Objective and core functionality ............................. 59 8 1UP | XP and rewards............................................... 61 8.1 Game atoms ................................................... 61 8.2 Experience points ............................................ 61 8.3 Triggers ..................................................... 62 8.4 Criticism .................................................... 64 8.5 XP as a metric for success ................................... 65 8.6 Powers ....................................................... 66 8.7 Flawed game mechanics ........................................ 69 8.8 Reward concepts .............................................. 70 8.9 Gold ......................................................... 71 8.10 Boosters ..................................................... 72 9 Go to Jail | HP and penalties...................................... 73 9.1 Health points ................................................ 73 9.2 Falling in battle ............................................ 75 9.3 Classroom management ......................................... 77 6 10 Co-op mode | Voluntary multiplayer ................................. 81 10.1 Voluntary play ............................................... 81 10.2 Social Dynamics .............................................. 84 11 Wisdom +5 | RPG................................................... 89 11.1 Customization ................................................ 89 11.2 Quests ....................................................... 90 11.3 Side quests .................................................. 92 11.4 Group quests ................................................. 94 11.5 Endgame: the final quest ..................................... 95 12 Settings | Practical considerations ................................... 97 12.1 Web-based technology ......................................... 97 12.2 Gamified teachers ............................................ 98 13 Stay awhile, and listen | Ludic spaces ..................................... 101 13.1 Paidia in a fictional space ................................. 101 13.2 Mercatopia .................................................. 102 13.3 Lore ........................................................ 103 13.4 A safe space ................................................ 104 13.5 Privacy ..................................................... 107 14 Insert credits | Assessment and evaluation....................... 109 14.1 A teacher-owned database .................................... 109 14.2 Hero journals ............................................... 110 14.3 Automatic feedback .......................................... 112 14.4 Dangers of summative assessment ............................. 114 14.5 Positive marking ............................................ 115 15 Achievement unlocked | Badges.................................... 119 15.1 Procedure ................................................... 119 15.2 Dangers of badges ........................................... 120 15.3 Motivation .................................................. 121 15.4 Evidence and certification
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