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Gamification for Technology-Enhanced Language Teaching and Learning

Gamification for Technology-Enhanced Language Teaching and Learning

Joan-Tomàs Pujolà, Christine Appel
Copyright: © 2020 |Pages: 19
ISBN13: 9781799825913|ISBN10: 1799825914|ISBN13 Softcover: 9781799825920|EISBN13: 9781799825937
DOI: 10.4018/978-1-7998-2591-3.ch005
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MLA

Pujolà, Joan-Tomàs, and Christine Appel. "Gamification for Technology-Enhanced Language Teaching and Learning." New Technological Applications for Foreign and Second Language Learning and Teaching, edited by Mariusz Kruk and Mark Peterson, IGI Global, 2020, pp. 93-111. https://doi.org/10.4018/978-1-7998-2591-3.ch005

APA

Pujolà, J. & Appel, C. (2020). Gamification for Technology-Enhanced Language Teaching and Learning. In M. Kruk & M. Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching (pp. 93-111). IGI Global. https://doi.org/10.4018/978-1-7998-2591-3.ch005

Chicago

Pujolà, Joan-Tomàs, and Christine Appel. "Gamification for Technology-Enhanced Language Teaching and Learning." In New Technological Applications for Foreign and Second Language Learning and Teaching, edited by Mariusz Kruk and Mark Peterson, 93-111. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2591-3.ch005

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Abstract

This chapter explores gamification as an innovative pedagogical strategy in language learning with the use of technology. The authors examine the construct of gamification, arguing for the need of a clear definition as many authors use various terms interchangeably. The dynamics, mechanics, and components to conform a gamified learning experience are presented. The chapter describes current research and teaching experiences on gamification and technology-enhanced teaching and learning. Two approaches are identified: the use or design of gamified apps and gamified learning experiences designed entirely by teachers and implemented with the help of different technologies. Some tools and platforms for gamification are discussed and recommendations on how to implement a successful gamified teaching intervention are provided. Two approaches to researching gamification are also proposed.

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