Gamification and Audience Response Systems in Foreign Language Education
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This paper describes how we integrated the concept of gamification into our newly developed Portuguese-as-additional-language teaching materials that were designed to be part of our book series Conversando em Português (Talking in Portuguese) (2019). We present here both the theoretical framework that presided over the elaboration of gamified elements and our methodology, and illustrate the approach with some sample work that focuses on the use of Audience Response Systems (ARS). In foreign language education, gamification has been employed in a variety of settings, from elementary levels up to college instruction. Creating motivation and stimulating interaction are two of the most important goals of any conversation-focused activity. Using Self-Determination Theory (SDT) as a theoretical background, we developed language learning games that can motivate and engage our students.
Abstract
This paper describes how we integrated the concept of gamification into our newly developed Portuguese-as-additional-language teaching materials that were designed to be part of our book series Conversando em Português (Talking in Portuguese) (2019). We present here both the theoretical framework that presided over the elaboration of gamified elements and our methodology, and illustrate the approach with some sample work that focuses on the use of Audience Response Systems (ARS). In foreign language education, gamification has been employed in a variety of settings, from elementary levels up to college instruction. Creating motivation and stimulating interaction are two of the most important goals of any conversation-focused activity. Using Self-Determination Theory (SDT) as a theoretical background, we developed language learning games that can motivate and engage our students.
참고문헌 (23)
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