Gamification elements and engagement: exploring students’ perception in an English reading course
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.2/15250 |
Resumo: | Gamification has been widely employed as a pedagogical tool for fostering interaction and learning in class, including in foreign language teaching contexts. The gamification process may modify the structure or the content of a course with the use of specific strategies, such as the attribution of points and acknowledgements, ranking systems, storytelling, and others. Still, there is a lack of formal methodological procedures on how to design such strategies, as well as how they affect the engagement of students. As an attempt to expand the studies on the use of gamification as a pedagogical tool, this research aims at identifying which elements are likely to promote or limit engagement opportunities in class according to the student’s perception. Data was generated through a questionnaire, which was applied on a remote instrumental reading course, and components of quantitative and qualitative research were used to analyze responses to open-ended and Likert-scale questions. The results indicate positive and challenging aspects of certain gamification elements. High importance was attributed to elements that provided task guidance and content feedback, fostered decision-making opportunities towards content, and created moments for interaction with the environment and peers. Elements that appeared to limit engagement were related to individual collaboration in group work, content complexity regarding the target language, introduction of new digital tools and systems, and personal topics of interest; accordingly, these items require careful implementation. |
id |
RCAP_e477664a821b34ee17bfe85dd525560d |
---|---|
oai_identifier_str |
oai:repositorioaberto.uab.pt:10400.2/15250 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Gamification elements and engagement: exploring students’ perception in an English reading courseElementos de gamificação e engajamento: explorando a percepção dos alunos em um curso de leitura em inglêsGamificationGamification elementsLanguage teaching and learningEngagementGamificaçãoElementos de gamificaçãoEnsino e aprendizagem de línguasEngajamentoODS::04:Educação de QualidadeGamification has been widely employed as a pedagogical tool for fostering interaction and learning in class, including in foreign language teaching contexts. The gamification process may modify the structure or the content of a course with the use of specific strategies, such as the attribution of points and acknowledgements, ranking systems, storytelling, and others. Still, there is a lack of formal methodological procedures on how to design such strategies, as well as how they affect the engagement of students. As an attempt to expand the studies on the use of gamification as a pedagogical tool, this research aims at identifying which elements are likely to promote or limit engagement opportunities in class according to the student’s perception. Data was generated through a questionnaire, which was applied on a remote instrumental reading course, and components of quantitative and qualitative research were used to analyze responses to open-ended and Likert-scale questions. The results indicate positive and challenging aspects of certain gamification elements. High importance was attributed to elements that provided task guidance and content feedback, fostered decision-making opportunities towards content, and created moments for interaction with the environment and peers. Elements that appeared to limit engagement were related to individual collaboration in group work, content complexity regarding the target language, introduction of new digital tools and systems, and personal topics of interest; accordingly, these items require careful implementation.A gamificação tem sido amplamente empregada como ferramenta pedagógica para fomentar a interação e o aprendizado em sala de aula, inclusive em contextos de ensino de língua estrangeira. O processo de gamificação pode modificar a estrutura ou o conteúdo de um curso com o uso de estratégias específicas, como atribuição de pontos e reconhecimentos, sistemas de classificação, storytelling, entre outros. Ainda assim, faltam procedimentos metodológicos formais sobre como desenhar tais estratégias, bem como como elas afetam o engajamento dos alunos. Na tentativa de ampliar os estudos sobre o uso da gamificação como ferramenta pedagógica, esta pesquisa tem como objetivo identificar quais elementos são passíveis de promover ou limitar oportunidades de engajamento em sala de aula de acordo com a percepção do aluno. Os dados foram gerados por meio de um questionário, aplicado em um curso de leitura instrumental à distância, e os componentes da pesquisa quantitativa e qualitativa foram utilizados para analisar as respostas às perguntas abertas e em escala Likert. Os resultados indicam aspectos positivos e desafiadores de determinados elementos da gamificação. Atribuiu-se alta importância aos elementos que orientavam as tarefas e feedback do conteúdo, oportunizavam a tomada de decisão sobre o conteúdo e criavam momentos de interação com o ambiente e os pares. Os elementos que pareciam limitar o engajamento estavam relacionados à colaboração individual no trabalho em grupo, complexidade do conteúdo em relação ao idioma de destino, introdução de novas ferramentas e sistemas digitais e tópicos pessoais de interesse; consequentemente, esses itens requerem implementação cuidadosa.Universidade Aberta | Universidade Estadual do MaranhãoRepositório AbertoRamos, SamanthaFerreira, Rafael Alves2023-12-13T16:28:57Z2023-07-312023-07-31T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/15250engRamos, S. G. M. & Ferreira, R. A. (2023). Gamification elements and engagement: exploring students’ percep tion in an English reading course. Video Journal of Social and Human Research, 2(1), 13-34. https://doi.org/10.18817/vjshr.v2i1.222795-5745https://doi.org/10.18817/vjshr.v2i1.22info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-18T01:49:23Zoai:repositorioaberto.uab.pt:10400.2/15250Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:54:44.360269Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Gamification elements and engagement: exploring students’ perception in an English reading course Elementos de gamificação e engajamento: explorando a percepção dos alunos em um curso de leitura em inglês |
title |
Gamification elements and engagement: exploring students’ perception in an English reading course |
spellingShingle |
Gamification elements and engagement: exploring students’ perception in an English reading course Ramos, Samantha Gamification Gamification elements Language teaching and learning Engagement Gamificação Elementos de gamificação Ensino e aprendizagem de línguas Engajamento ODS::04:Educação de Qualidade |
title_short |
Gamification elements and engagement: exploring students’ perception in an English reading course |
title_full |
Gamification elements and engagement: exploring students’ perception in an English reading course |
title_fullStr |
Gamification elements and engagement: exploring students’ perception in an English reading course |
title_full_unstemmed |
Gamification elements and engagement: exploring students’ perception in an English reading course |
title_sort |
Gamification elements and engagement: exploring students’ perception in an English reading course |
author |
Ramos, Samantha |
author_facet |
Ramos, Samantha Ferreira, Rafael Alves |
author_role |
author |
author2 |
Ferreira, Rafael Alves |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
Ramos, Samantha Ferreira, Rafael Alves |
dc.subject.por.fl_str_mv |
Gamification Gamification elements Language teaching and learning Engagement Gamificação Elementos de gamificação Ensino e aprendizagem de línguas Engajamento ODS::04:Educação de Qualidade |
topic |
Gamification Gamification elements Language teaching and learning Engagement Gamificação Elementos de gamificação Ensino e aprendizagem de línguas Engajamento ODS::04:Educação de Qualidade |
description |
Gamification has been widely employed as a pedagogical tool for fostering interaction and learning in class, including in foreign language teaching contexts. The gamification process may modify the structure or the content of a course with the use of specific strategies, such as the attribution of points and acknowledgements, ranking systems, storytelling, and others. Still, there is a lack of formal methodological procedures on how to design such strategies, as well as how they affect the engagement of students. As an attempt to expand the studies on the use of gamification as a pedagogical tool, this research aims at identifying which elements are likely to promote or limit engagement opportunities in class according to the student’s perception. Data was generated through a questionnaire, which was applied on a remote instrumental reading course, and components of quantitative and qualitative research were used to analyze responses to open-ended and Likert-scale questions. The results indicate positive and challenging aspects of certain gamification elements. High importance was attributed to elements that provided task guidance and content feedback, fostered decision-making opportunities towards content, and created moments for interaction with the environment and peers. Elements that appeared to limit engagement were related to individual collaboration in group work, content complexity regarding the target language, introduction of new digital tools and systems, and personal topics of interest; accordingly, these items require careful implementation. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-13T16:28:57Z 2023-07-31 2023-07-31T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.2/15250 |
url |
http://hdl.handle.net/10400.2/15250 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Ramos, S. G. M. & Ferreira, R. A. (2023). Gamification elements and engagement: exploring students’ percep tion in an English reading course. Video Journal of Social and Human Research, 2(1), 13-34. https://doi.org/10.18817/vjshr.v2i1.22 2795-5745 https://doi.org/10.18817/vjshr.v2i1.22 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Aberta | Universidade Estadual do Maranhão |
publisher.none.fl_str_mv |
Universidade Aberta | Universidade Estadual do Maranhão |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799136435119325184 |