With the influence of technology rising in the field of second language (L2) learning and instruction, the motivational elements of gamification have resulted in gamification being considered in second language acquisition (SLA). Based on this, Flores (2015) in their article, Using Gamification to Enhance Second Language Learning, which this paper seeks to review, sought to discuss the integration of gamification technology as an L2 instruction strategy and the progress already made in employing the strategy. By understanding the learner’s knowledge acquisition process, educators can develop the appropriate classroom techniques, methods and philosophy. In the case of L2 learning, it is necessary to understand the difference between first language …show more content…
First, it is crucial for the instructor to understand the learners and their context. Then, the instructor ought to be conversant with the learning objectives. Third, one needs to have the ability of breaking down the program and to establish the main points. Then, it becomes necessary to know the phases that can be modified and those that cannot. Eventually, one needs to understand the specific applications of the various elements of gamification. Adherence to these steps puts the instructor in a strategic position in facilitating teaching and learning. Whereas, it is crucial to acknowledge that gamification differs from simulations, serious games and game-based learning.
In L2 learning, gamification is applied to enhance motivational aspects towards achievement and mastery. Various perspectives in motivational research have been linked to enhancing motivation among L2 learners. The key thing is for the L2 educator to target the audience correctly and combine the gamification tools with the appropriate language learning strategy. If precautions are taken, it becomes possible for the educator to develop experiences that can meaningfully facilitate successful L2
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Flores (2015) make an effort to explain the appropriateness of integrating gamification in L2 learning with particular focus being on the gap that such would fill. Notably, Stanley & Thornbury (2013) supports the view taken by the article as they posit that, by having the game thinking and techniques enhance non-game contexts, this adds fun to assessment by remedying the problem of focusing attention more on grades over content, which causes the learners to dislike assessments (Stanley & Thornbury,
Because all students should have the right to an equal education, ELL’s should have equal access to the same resources that other students have. The whole school should be on board with welcoming, supporting, and making the ELL student’s transition easier (Rance-Roney, 34). Teachers can also make a global community classroom, by doing so, it will create a culture rich environment inviting ELL’s and educating their peers on other cultures. Teachers can also adopt a dual curriculum for the ELL students that support their second language development but also teaches them the required standards (Rance-Roney,
Additionally, as I began to design the program, I also became a resource for teachers and administrators who were pursuing the SEI endorsement. For example, I conducted a “SEI Crash Course” Professional Development where I presented key ideas and strategies provided by the RETELL course for all of the departments in my district. Through this presentation, I was able to share my goals for the ELL students entering the building as well as my aims for my position as the ELL teacher in the middle school. In short, with this new role, I was able to provide support for staff and students in my school and establish a new program to ensure the success of the English Language Learners in my
However, multiple sources report the positive effects of gaming in nursing education. Boctor (2013) found that students cited gaming as helpful and useful for bolstering material they had already learned, helping them learn brand-new information, and enforcing the fundamentals of nursing information. They also reported an increase in their self-confidence about being tested on the material (Boctor, 2013). Strickland and Kaylor (2016), reported gaming as an effective and collaborative strategy that stimulates the cognitive and affective domains by improving knowledge retention in an enjoyable and energized
Option 3: Argument Life can either be taken way too seriously, or not at all. Some people choose to take life seriously by following all the rules that are enforced on us from birth until we get older, and others choose to take their own path and see where it takes them. The second behavior can be seen as treating life like a game. In Catcher in the Rye by J.D. Salinger, Dr. Thurmer says that “life is a game that one plays according to the rules,” and Mr. Spencer mentions that idea to Holden while they talk. Although Holden does not think life is a game, his behavior and experiences show otherwise throughout the book.
In school, lectures to young students can be very boring and cause them to get side track and not pay attention which could be harmful to their grade, but what if you put the teaching into a video game? It is almost sure that a young student would sit and pay attention as he or she plays the game to finish the level, but in the end actually learn something. On another aspect, Sohn also has another quote from Gee exclaiming, “Kids diagnosed with ADHD because they can 't pay attention will play games for 9 straight hours on the computer . . . The game focuses attention in a way that school
Theodore Roosevelt once said “Believe you can and you’re halfway there.” Everyone will struggle at some point in their life and how they handle these struggles can either bring a positive or negative outcome. Peter Elbow’s essay “The Doubting Game and the Believing Game-An Analysis of the Intellectual Enterprise” describes the believing and doubting game and the effects they can have on a person. I have personally struggled academically in Advanced Placement physics.
In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c). The student-directed learning theory implies that the teacher should share the
An effective teacher is likely to switch and mix new approaches to suit the objectives of the unit of work or lesson. As objectives vary within a lesson, the effective teacher will move between different teaching approaches or methods. The teacher begins by deciding what he or she wishes to achieve and then chooses the most appropriate method of realizing those objectives. By injecting pedagogical approach to teaching, students can have a better chance and can engage to physical education and sports.
The method of gaming was implemented into the project because evidence-based- practice literature supports it as a dynamic learning process to improve students learning and enhance test scores. According to Robinson (2014), stipulates using gaming in the classroom rather than question and answer is productive for students. Furthermore, gaming enhances students test score and engagement. Students will be evaluated by providing five gaming questions on catheter insertion, removal, and care.
Among other benefits of ludo board game, one major is the development of problem solving abilities. Everyone has to face problems; the difference is that some can face with solutions whereas some may feel baffled. Such abilities can be polished by simple methods. The simplest is to play games which can enhance problem solving abilities. For kids, such training is very important to train for their future.
In addition, the structure of today 's video games requires certain types of learning that are very helpful to students, specifically computer skills. This proves, that kids are gaining new knowledge from these games. They also improve hand-eye coordination, and raises players’ self-esteem. The article (Wiley 2016) Science Daily states, “Gaming use was associated with better function in brain circuits critical for learning based on the acquisition of new skills through practice.”
Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to
The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
Conclusion Towards an Evaluation of Gamification Praxis Kapp, Blair & Mesch (2014) stated that there are several reasons to engage gamification successfully into the teaching and learning practices: First, gamification has to be used in a way that allows for creating interaction and interconnectivity among the learners. Second, it has to foster motivation and promote engagement in the learning activities. Third, it has to facilitate the execution of critical thinking skills. Fourth, it should invite a positive behavior change in the learners.
In second language learning, using visual aids is a necessity teaching strategy in both English as Second Language (ESL) classroom and English as Foreign Language (EFL) classroom (Allen, Kate & Marquez, 2011). They believed that using visual aids in the process of teaching a foreign language can strengthen what learners have learned and increase their interest. In their article, they proposed the positive impact of using visuals and they concluded that teachers should become aware of the strategies in which they can use visual aids and use them purposefully in the classroom to enhance students’ learning. Visual aids can be defined as using objects, drawings, charts, photographs, videos, multimedia presentation, etc.