Applying Gamification in English Learning

DOI

10.2991/assehr.k.220504.490How to use a DOI?

Keywords

Gamification; Learning motivation; Teaching

Abstract

More and more teachers are applying game elements to the classroom, as studies show that gamification can increase student engagement. Gamification has become a popular way to enrich the classroom, and many people have made promising predictions about its penetration. However, integrating games into an educational environment remains a daunting task. It is estimated that many gamification efforts will fail due to a lack of understanding of the design and implementation of gamification for teachers. They also have difficulty in establishing learning principles, scheduling classroom games, and engaging students. Therefore, the purpose of this paper is to explore the mechanism of gamification from the perspectives of learning motivation and academic performance of young students. This article will also provide suggestions for the design of a successful classroom game. The results suggest that, first, virtualization does increase student engagement to a certain extent. Second, gamification can improve students’ satisfaction and happiness in learning and dramatically increases the engagement of introverted students. This paper also provides a detailed overview of the impact of gamification on non-native English learners with different personalities at the primary school level and provide comprehensive insights into the development and design of gamification teaching.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Ruobing Li
AU  - Jingwen Liu
PY  - 2022
DA  - 2022/06/01
TI  - Applying Gamification in English Learning
BT  - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
PB  - Atlantis Press
SP  - 2703
EP  - 2706
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220504.490
DO  - 10.2991/assehr.k.220504.490
ID  - Li2022
ER  -