Second Language Acquisition Through Gaming: The Student's Experience
Degree Date
12-14-2024
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Jana Hennen-Burr
Abstract
Gaming is often viewed as a hobby or a pastime activity, but its potential as a tool for education, particularly in language acquisition, is gaining attention. While games have been used in classrooms primarily for breaks, review activities, or gym classes, technology has introduced the possibility of integrating games more deeply into educational practices. However, the application of gamification in foreign language learning, particularly from the student’s perspective, remains unexplored.
This mixed-method study employed action research that delved into the effectiveness, progress, and retention of language learning with high school students through gamification and game-based learning. Focusing on the student experience, this study sought to determine whether these methods can facilitate second language acquisition. The research was conducted alongside the Technological, Pedagogical, and Content Knowledge (TPACK) framework, designed to guide educators in integrating technology effectively into their teaching methods. This research aims to provide a new resource for students, teachers, and educators to use within classrooms or independently. After examining the potential of gaming to enhance motivation, engagement, and learning outcomes, this study aspired to contribute to the field of education by introducing innovative methods that could inspire students to continue their language learning journey. The study sought to answer the question: does gamification in language learning work? Several themes emerged. The first theme was the participants' previous experiences with other language learning applications or general applications they used either in or outside of school. The second theme that emerged was the importance of proper implementation, as discussed by the participants regarding this particular type of application discussed in the study. The third theme was progress and ties to the validity of this application and the potential implementation in the classroom. While progress, in general, was not a big aspect of the study, it was worth looking at and comparing the progress scores from the quizzes to the participant’s thoughts and feelings in the interviews. The next theme was confidence. This theme focused on participant confidence from the beginning to the end of the study regarding the quizzes and interviews and what the participants felt while playing the game. The next theme was learning with gaming applications. This theme looked at the participants' thoughts and opinions from their experiences from the study and discussed their experience with learning a second language through this application. The final theme that emerged was the discussion on the overall approach to this way of learning. In other words, what the participants believe about this approach to learning a second language and what they think worked well and what could be improved upon, as well as if they believe this approach worked and could work in their school.
Keywords: Gamification, Game-based learning, Language Learning, Student Perspective