Aruzhan Kuanyshevna Jarikbasova
Bachelor's Degree Student, KazUIR&WL named after Ablai Khan, Almaty, Kazakhstan
e-mail: d.aruzhan113@gmail.com
Kamila Askarkyzy Almashova
Master of Pedagogical Sciences, Teacher, KazUIR&WL named after Ablai Khan, Almaty, Kazakhstan
e-mail: kamila.almashova@mail.ru
Abstract:
This study explores the impact of gamification on English language learning in secondary schools, examining its effectiveness and identifying associated advantages. In our digital age, gamification, rooted in gaming mechanisms, has transcended fields like advertising and marketing, extending to motivate employees, improve service quality, simplify scientific research, optimize business processes, and even influence political games during elections. The study addresses the relevance of gamification in education, specifically focusing on its application in English lessons to enhance student motivation. Gamification involves incorporating gaming technologies and elements into non-gaming processes, creating a competitive environment and generating curiosity. Traditional educational approaches are evolving in response to these changes in the information society, with gaming technologies offering new methods. The literature review delves into the origins and definition of gamification, emphasizing its widespread use by 2010 in various sectors. Key elements of gamification include points, scores, leaderboards, badges, and avatars. In education, gamification aims to enhance student motivation, pleasure, positive emotions, and achievement of goals. The research design employs a quantitative approach, using surveys to collect data from 13 foreign language teachers. Results indicate a high level of awareness about gamification, with 84.6% having used it in teaching. Teachers unanimously agree that gamification enhances engagement during lessons. Advantages include making language learning enjoyable, motivating students, encouraging collaboration, and fostering social skills. The study concludes that gamification significantly contributes to effective and enjoyable language education in secondary schools, aligning with the evolving needs and interests of students.
Keywords:gamification, education, language learning, motivation, engagement, gaming technologies, secondary schools.
Introduction
The impact of gaming mechanisms on the real world in our digital age is developing so rapidly that the current term "gamification" is not large enough to describe this phenomenon. The approaches inherent in computer games are used not only in the fields of advertising and marketing, but also find application for additional motivation of employees, improvement of service quality, simplification of scientific research, optimization of business processes, improvement of the environmental situation and even in political games during elections. K.D.Ushinsky wrote: "Play is the free activity of a child, and if we compare the interest of the game, and exactly the number and variety of traces left by it in the child's soul with the similar influence of the teachings of the first five or six years, then, of course, all the advantage will remain on the side of the game". Play is a free and spontaneous activity for children. When comparing the impact of play, specifically the level of interest and the multitude of impressions it leaves on a child's soul, with the influence of formal education during the first five or six years, Ushinsky suggested that the advantages clearly favor play. The quote underscores the idea that the riches and diversity of experience gained through play are more beneficial for a child's development than formal instruction during the early years of education.
In the context of the information society, there are significant changes in educational approaches. Traditional methods are becoming obsolete, but at the same time new ones based on gaming technologies are emerging. The relevance of the chosen research topic is directly related to the motivation of students to learn a foreign language. The object of the study is gamification technology, and the subject is the introduction of this technology in English lessons.
Gamification (or gamification) is a relatively new, but already proven effective way of using gaming technologies and game elements in non—gaming processes (education, business, etc.) to attract users in various fields and increase their interest in solving various tasks.
Accordingly, in the modern world, when working with teenagers, the introduction of game technologies and game elements into the learning process seems reasonable in order to motivate students, appeal to their interests and give an incentive to learn foreign languages.
The relevance of the work in the fact that classes limited to a standard educational and methodological complex no longer satisfy the interests of students, since their idea of a lesson that can give an incentive to study (both independently and programmatically) a foreign language is often associated with game elements that create a competitive environment, generate curiosity and excitement and bringing instant satisfaction from achieving the set goal and receiving a well-deserved reward.
Literature Review
Gamification
The term "gamification" originated in 2002 when Nick Pelling, an American programmer and inventor, first introduced it. By 2010, the term had gained widespread popularity and is now utilized across various domains of human activity, including business, human resources management, healthcare, and education. In the realm of education, teachers employ avatars of magicians, warriors, and healers to boost students' motivation in mastering subjects such as physics, chemistry, and language (Polyakova, 2015).
Gamification, as defined in the dictionary, is the process of applying game thinking and dynamics to engage audiences and solve problems. The application of gamification extends to diverse and routine activities within non-gaming contexts that induce feelings of despondency and reduced motivation. The primary goal and anticipated outcome of gamification are to alter habitual audience behaviour, engaging them in activities. Despite the content of the chosen activity remaining the same, it is structured in a specific way, leading to increased motivation for task completion and an extended commitment to the task (Krasnova,2015).
Key elements of gamification encompass points, scores, leaderboards, statuses, ratings, badges, awards, levels, and avatars (Zhukov,2018). In pedagogical practice, the incorporation of game and game technologies involves creating specific conditions for achieving tasks and modelling a unique gaming reality with internal laws, such as role-playing games and business games. In these scenarios, students assume roles and act based on the roles assigned to them rather than their personal motivations.
Modern approaches to gamification in education emphasize several features, including a focus on student motivation, the infusion of pleasure and positive emotions, and the satisfaction of actual needs during the educational process. Other notable aspects include goal achievement, voluntary learning, student activity, effective competency development through overcoming challenges, the positive impact of tests and feedback, the right to make mistakes, building self-confidence, and the importance of social support throughout the learning journey (Turtulova, 2015).
It is crucial to highlight that educational goals always take precedence, with gaming elements recognized as aids to sustaining internal motivation for educational tasks. Unlike a simple game that transports players into a fictional reality, gamification leaves individuals in the real world, addressing pressing non-game issues and tasks. Importantly, gamification involves a well-defined gaming goal and structure, outlining all player actions, especially crucial in educational settings focused on acquiring specific knowledge (Orlova, 2015).
Thus, the research questions are as follows:
1. Does the incorporation of gamification enhance the level of engagement during lessons?
2. What are the primary advantages or outcomes associated with integrating gamification into the language learning experience for secondary school students?
Methods
Research Design
This study used a quantitative method aimed at evaluating the effectiveness of an interactive grammar teaching method in high school. A survey was used to collect the data, which was subsequently processed using Google Forms. The survey results confirmed an increase in interest in learning English in secondary schools when using the gamification method.
Participants
This study involved 13 foreign language teachers working in private, public and language schools (courses) in different cities as participants in the study. Knowledge of gamification was spread among all participants.
Instruments
The survey used a variety of response forms, including loose formulations and options with one or more answer options. The online survey was widely distributed among the teaching community through social media platforms.
Research Procedure
The researchers reviewed pertinent literature, developed a questionnaire, and verified the reliability of the instrument before progressing to the primary phase of the study. Upon adapting the questionnaire to meet the necessary criteria, it was distributed among the designated participants, with meticulous attention given to maintaining a high level of confidentiality for the shared information. Participants were directed to Google Forms through the data distribution system registration. Once a normal distribution was confirmed, the analysis transitioned to descriptive statistics. The questionnaire aimed to capture specific perspectives from students regarding the enhancement of English language learning in secondary schools through gamification. Additionally, a discussion was conducted on the pivotal factors influencing teachers' attitudes towards project activities within the English class framework, ensuring a comprehensive pedagogical implementation.
Results
Research Question 1
Does the incorporation of gamification enhance the level of engagement during lessons?
The purpose of the survey was to determine the level of awareness of teachers about the effectiveness of gamification in learning English in secondary schools. All respondents were English language teachers. The first question was about the seniority of teachers. 53.8 (7) teachers had a year of teaching experience, 30.8% (4) teachers had more than a year and up to three years of experience. The remaining 15.4% (2) of teachers replied that they have more than three years of experience and up to five years
(Figure 1).
Regarding the next question, information was received on whether the participants used gamification in their lessons. 84.6% (11 people) of the participants confirmed that they had previously used gamification in their teaching practice. The remaining 15.4% (2 people) of the participants claimed that they had not used this method (Figure 2).
Since the main question was to find out whether the introduction of gamification increases the level of engagement during lessons. All participants replied that yes. And gave the following answers for a deep explanation:
Therefore, it can be concluded that the incorporation of gamification has the potential to enhance the level of engagement during lessons. Gamification introduces game elements, such as points, rewards, and competition, into the learning environment, making the educational experience more interactive and enjoyable. By creating a more dynamic and interactive atmosphere, students are likely to become more engaged and motivated to participate actively in the learning process. Gamification can tap into the natural inclination for competition, achievement, and rewards, making lessons more appealing and fostering a positive learning experience.
Research Question 2
What are the primary advantages or outcomes associated with integrating gamification into the language learning experience for secondary school students?
At the next stage, the goal was to identify the main advantages or results associated with the integration of gamification into the language learning process by secondary school students. For the teachers, some questions were asked about how gamification affects student motivation. The answers were as follow:
The participants gave answers to the main advantages or results associated with the integration of gamification into the language learning process of secondary school students. The answers were as follows:
Making the results, it was revealed that the integration of gamification into the process of language learning by secondary school students can provide a number of advantages and results, including:
· Gamification makes language learning more enjoyable and interactive, attracting the attention of students and supporting their involvement in the learning process.
· The use of game elements, rewards and achievements motivates students to actively participate in language learning activities, contributing to a positive attitude towards acquiring new language skills.
· Many language learning activities in a playful way encourage collaboration and teamwork, developing social interaction and communication skills among students.
In general, the integration of gamification into language learning can significantly contribute to a more effective, exciting and enjoyable education for secondary school students.
Discussion
This study aimed to investigate the enhancement of English language learning in secondary schools through gamification. The findings of the research provided evidence supporting the effectiveness of incorporating gamification into English lessons. Notably, the results indicated a widespread awareness among teachers about the utilization of gamification strategies in the classroom, suggesting that it has become an integral part of teaching methodology.
One notable advantage of a gamified approach is its ability to stimulate motivation from within, eliminating the necessity for teachers to externally motivate students. The inherent joy and pleasure derived from games generate intrinsic motivation, contributing to a more engaging learning environment.
With the ongoing global digitization, the potential of educational gaming technologies continues to expand. For foreign language teachers, the adoption of a gamified approach not only diversifies educational activities but also enhances the efficiency of material comprehension. Unlike standalone gaming methods, gamification seamlessly integrates into the educational process, serving as a supplementary element.
Contemporary researchers are increasingly expressing scientific interest in the potential of gamification technology for teaching foreign languages, as evidenced by numerous publications. A review of articles spanning 2022-2023 indicates the widespread use of gamification in foreign language education, both at the secondary school level and in higher education. Additionally, didactic games are recognized for developing thinking, attention, and long-term memory, according to methodologists Khmylov, A.D., Nurieva, A.R., and Kulkova, M.A. (Nurieva,2022).
Conclusion
Surveys among active educators have indicated a gradual decline in interest in learning foreign languages during the middle stages of education. The integration of gamification technology with digital pedagogical methods aims to rejuvenate students' enthusiasm for the learning process and boost their motivation. Simultaneously, the challenge of mechanical memorization, often associated with studying lexicographic material in any foreign language, becomes less daunting for students. The digitalization of education, grounded in contemporary technologies, offers the chance to introduce innovative and captivating forms, methods, and tools for teaching foreign languages. This shift is a crucial prerequisite for enhancing students' motivation to acquire knowledge. Gamification, particularly when incorporating digital tools, opens avenues for exploring novel learning formats and significantly amplifies motivation. The research conducted highlights the effectiveness of gamifying the language learning process in schools, especially when traditional didactic tasks are presented in a playful manner and synergized with the capabilities afforded by internet technologies.
References
1. Krasnova, T. I. (2015). Gamification of foreign language learning. Young scientist, 11(91), 1374.
2. Nurieva A. R., Kulkova M. A. (2022). Features of the development of lexical competence of schoolchildren in a foreign language lesson using gamification. In "Modern problems of philology and methodology of teaching foreign languages: issues of theory and practice" (pp. 181-185). Kazan (Volga Region) Federal University, Yelabuga Institute. Extracted from https://elibrary.ru/item.asp?id=49912279
3. Orlova, O. V., & Titova, V. N. (2015). Gamification as a way of organizing learning. Bulletin of TSPU, 9(162). Extracted from https://cyberleninka.ru/article/n/geymifikatsiya-kak-sposob-organizatsiiobucheniya/viewer
4. Polyakova, V. A., & Kozlov, O. A. (2015). The impact of gamification on the information and educational environment of the school. Extracted from https://s.scienceeducation.ru/pdf/2015/5/405.pdf
5. Turtulova, R. V. (2015). Formation of positive educational motivation among schoolchildren. Ufa: p. 147.
6. Zhukov, A. A. (2018). Gamification in education. Innovations in Science and Practice, 149.