The concept of gamification and a rational for using games for language learning

The concept of gamification

Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems and increase users' self-contributions. According to the article < A Comparison of Computer Game and Language-Learning Task Design Using Flow Theory>, the author mentioned that learning is an active process which alternately involves skill-challenging experiences and reflective thinking.  

Educators realized that the interactive dynamic of games has the potential to benefit teaching and learning, and recent years have seen considerable activity surrounding the use of game mechanics in higher education. Educational gamification proposes the use of game-like rule systems, player experiences and cultural roles to shape learners’ behavior. To understand the potential of gamification, however, we must consider how these techniques can best be deployed in practice.

A rational for using games for language learning

According to the article <Gamification in Education: What , how, why bother?> by Joey J. Lee and Jessica Hammer, gamification, or the incorporation of game elements into non-game settings, provides an opportunity to help schools solve some difficult problems.  In addition, according to the article <Technology—“Just” Playing Games? A Look at the
Use of Digital Games for Language Learning B> by Julie. M. Sykes, digital game principles offer a way to overcome challenges of the language classroom that are difficult, if not impossible, via other means. Also, digital game design provide the new framework for overall understanding about the language learning and thinking. 

Learners can benefit from many aspects of playing games in their language learning. In terms of orienting their own learning goal, learners are able to set their learning goal independently as they do in the game situations. This orientating goal experience function as a motivator to proceed to their goal at the same time.

In addition, they can interact with a lot of characters in games or interlocutors in ‘real world’. They provide useful feedback to encourage learners to solve the problem in some situation. All these problem solving tasks are provided in  contextualized environment.

With regard to intrinsic motivation, as games for education are based on Problem based-learning,  learners are able to improve self-confidence and courage to overcome the difficulties by themselves when learners encounter them in game situation.  After experiencing the game situation, the learned ‘problem-solving ability’ applied to their language learning process. Learners are more likely to be motivated to solve the problem of language learning by himself or herself.