Using gamification elements to enhance foreign language learning at a technical university

Authors: Igolkina M.I., Yazynina V.S. Published: 19.02.2021
Published in issue: #1(87)/2021  
DOI: 10.18698/2306-8477-2021-1-702  
Category: Technological aspects of the engineering education | Chapter: Pedagogics  
Keywords: gamification in education, game elements, distance learning, electronic learning resources, involvement in the learning process, active forms of learning

The purpose of the study was to justify the necessity of using gamification elements in foreign language teaching at a technical university. The paper describes psychological, didactic and methodology aspects of gamification, and focuses on gamification types and ways to implement didactic principles. Using gamification elements in foreign language teaching helps students reduce fear of making mistakes, increase self-motivation, engagement and overall satisfaction with the learning process.

[1] Gamification. Coursera. URL: https://www.coursera.org/learn/gamification (accessed December 28, 2020).
[2] Healey D. Gamification. Macmillan Education. URL: https://www.macmillanenglish.com/ru/training-events/events-webinars/event/deborah-healey-gamification-2 (accessed December 28, 2020).
[3] Mchucha I.R., Zamhar I.I., Tibok R.P. Developing a Gamification-Based Interactive Thesaurus Application to Improve English Language Vocabulary: A Case Study of Undergraduate Students in Malaysia. Proceedings of 64th ISERD International Conference, Seoul, South Korea, 2017, no. 18–19, pp. 17–24.
[4] Figueroa Flores J.F. Using Gamification to Enhance Second Language Learning. Digital Education Review, 2015, no. 27, pp. 32–54.
[5] Reem S.Al.-T., Lamya F.D., Lamiaa F.I. Increasing Students Engagement. Data Structure Course Using Gamification, 2018, vol. 8, no. 4, pp. 193–211.
[6] Cohen L., Manion L., Morrison K. A Guide to Teaching Practice. London, Routledge, 2004, pp. 164–177.
[7] Banfield J., Wilkerson B. Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemporary Issues in Education Research, 2014, vol. 7, no. 4, pp. 291–298.
[8] Caton H., Greenhill D. The effects of gamification on student attendance and team performance in a third-year undergraduate game production module. In: Escudeiro P., Vas de Carvalho C., eds. Proceedings of the 7th European Conference on Games-Based Learning Reading. Porto, Academic Conferences International Limited, 2013, pp. 88–96.
[9] Titov S.A. Cloud of science, 2013, no. 1, pp. 21–23.
[10] Kapp K. The Gamification of Learning and Instruction. New York, John Wiley & Sons, 2012, pp. 30–45.
[11] Titova S.V., Alexandrova K.V. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkulturnaya kommunikatsiya — Bulletin of Moscow University. Series 19 — Linguistics and Cross-Cultural Communication, 2018, no. 3, pp. 113–123.
[12] Werbach K., Hunter D. For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press, 2012, 148 p. [In Russ.: Werbach K. Hunter D. Vovlekay i vlastvuy. Moscow, Mann, Ivanov i Ferber Publ., 2015, 224 p.].
[13] Titova S.V. Tsyfrovye tekhnologii v tsifrovom obuchenii: teoriya i praktika [Digital technology in digital learning: theory and practice]. Moscow, Editus Publ., 2017, 247 p.
[14] Neverova N.V., Rybakova L.V. Pedagogika i psikhologiya obrazovaniya — Pedagogy and Psychology of Education, 2017, no. 3, pp. 109–116.