CONQUERING THE IRON THRONE: USING CLASSCRAFT TO FOSTER STUDENTS' MOTIVATION IN THE EFL CLASSROOM

• Authors: Rivera-Trigueros Irene , Sánchez-Pérez María del Mar
• Languages of publication: EN

Abstracts

EN

This study aims to analyse motivation in the English as a Foreign Language (EFL) secondary classroom through gamification. To this end, a gamification proposal based on Game of Thrones TV series was designed. Classcraft, an online role-playing platform, was used to create a gaming scenario in the classroom. The proposal was implemented in two groups of 4th year of secondary school, formed by 43 students aged between 15 and 16 years old. Results showed that gamification had a positive impact on fostering students’ motivation. Particularly, a notable increase in students’ participation was observed since their extrinsic and intrinsic motivation – which increased 0.69 and 0.58 points accordingly – had improved after the implementation of the gamification proposal. Consequently, Classcraft proved to be a tool with a great potential to involve and engage students in the EFL classroom.

Keywords

EN

Classcraft; English as a Foreign Language; gamification; motivation; secondary education

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2020
• Volume: 20
• Issue: 4
• Pages: 3-22

Contributors

author

Rivera-Trigueros Irene

• University of Granada

author

Sánchez-Pérez María del Mar

• University of Almería

References

• Barrera-Cueva, J., Curasma-Ramos, A., & Gonzales-Ramos, A. (2014). La motivación y su relación con el aprendizaje del idioma inglés en los estudiantes del cuarto grado de Secundaria de la institución educativa Manuel Gonzales Prada de Huaycán Vitarte 2012. Universidad Nacional de Educación. Retrieved from http://repositorio.une.edu.pe/bitstream/handle/UNE/673/T025_44285922_T.pdf?sequence=1&isAllowed=y
• Borras-Gené, O. (2015). Fundamentos de la gamificación. Gabinete de Tele-Educación de la Universidad Politécnica de Madrid. Retrieved from http://oa.upm.es/35517/1/fundamentos%20de%20la%20gamificacion_v1_1.pdf
• Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
• Burstall, C. (1975). Primary French in the balance. Educational Research, 17(3), 193-198. https://doi.org/10.1080/0013188750170304
• Castejón-Costa, J. L., & Pérez-Sánchez, A. M. (1998). Un Modelo Causal-Explicativo Sobre La Influencia De Las Variables Psicosociales En El Rendimiento Academico. Bordón, 50(2), 171-185.
• Da Rocha Seixas, L., Gomez, A. S., & De Melo Filjo, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63. https://doi.org/10.1016/j.chb.2015.11.021
• Deterding, S. (2012). Gamification. Interactions, 19(4), 14-17. https://doi.org/10.1145/2212877.2212883
• Deterding, S., Khaled, R., Lennart, N., & Dixon, D. (2011). Gamification: Toward a definition. CHI 2011 Gamification Workshop Proceedings. Retrieved from http://hci.usask.ca/uploads/219-02-Deterding,-Khaled,-Nacke,-Dixon.pdf
• Diaz, S., Diaz, J., & Ahumada, D. (2018). A gamification approach to improve motivation on an initial programming course. In 2018 IEEE International Conference on Automation/XXIII Congress of the Chilean Association of Automatic Control (ICA-ACCA) (pp. 1–6). IEEE. https://doi.org/10.1109/ICA-ACCA.2018.8609701
• Fernández-Sanjurjo, J., Arias-Blanco, J. M., & Fernández-Costales, A. (2018). Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning. System, 73, 16-26. https://doi.org/10.1016/J.SYSTEM.2017.09.001
• Gómez-Gallardo, L. M., & Macedo-Buleje, J. C. (2010). Importancia de las TIC en la en la educación básica regular. Investigación Educativa, 14(25), 209-226. Retrieved from http://revistasinvestigacion.unmsm.edu.pe/index.php/educa/article/view/4776/3850
• García-Bacete, F. J., & Doménech-Betoret, F. D. (2014). Motivación, aprendizaje y rendimiento escolar. Revista Electrónica de Motivación y Emoción, 1. Retrieved from http://reme.uji.es/articulos/pa0001/texto.html
• Gardner, R. C. (1985). Social Psychology and Second Language Learning, The Roles of Attitudes and Motivation. London: Edward Arnold.
• Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1-19). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center.
• González-Reyes, J., Olivares-Granados, S. A., García-Sánchez, E., & Figueroa-Melchor, I. (2017). Propuesta de gamificación en el aula: Uso de una plataforma para motivar a los estudiantes del Programa Académico de Informática de la Universidad Autónoma de Nayarit. Educateconciencia, 13(14), 70-79.
• Grau-Vidal, R., Pina-Calvo, T., & Sancho-Álvarez, C. (2011). Posibles causas del fracaso escolar y el retorno al sistema educativo. Hekademos. Revista Educativa Digital, 4(1989-3558), 55-76. Retrieved from http://roderic.uv.es/bitstream/handle/10550/34575/095057.pdf?sequence=1&isAllowed=y
• Haris, D. A., & Sugito, E. (2015). Analysis of factors affecting user acceptance of the implementation of ClassCraft E-Learning: Case studies faculty of information technology of Tarumanagara university. In 2015 International Conference on Advanced Computer Science and Information Systems (ICACSIS) (pp. 73-78). IEEE. https://doi.org/10.1109/ICACSIS.2015.7415161
• Harmer, J. (2001). The Practice of English Language Teaching. Harlow: Longman Press.
• Herranz, E. (2013). Gamification. Universidad Carlos III, Madrid, España: I Feria Informática.
• Huang, B., Chang, Y.-H. S., Niu, L., & Zhi, M. (2018). Examining the effects of socio-economic status and language input on adolescent English learners’ speech production outcomes. System, 73, 27-36. https://doi.org/https://doi.org/10.1016/j.system.2017.07.004
• Hursen, C., & Bas, C. (2019). Use of gamification applications in science education. International Journal of Emerging Technologies in Learning (iJET), 4. Retrieved from https://online-journals.org/index.php/i-jet/article/view/8894
• Kaila, E., Laakso, M.-J., Rajala, T., Makelainen, A., & Lokkila, E. (2018). Technology-enhanced programming courses for upper secondary school students. In 2018 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 0683-0688). IEEE. https://doi.org/10.23919/MIPRO.2018.8400128
• Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer & Company.
• Lozano-Díaz, A. (2002). Factores personales, familiares y académicos que afectan al fracaso escolar en la Educación Secundaria. Revista Electrónica de Investigación Psicoeducativa y Psicopedagógica, 1(1), 43-66. Retrieved from http://www.redalyc.org/html/2931/293152876002/
• Madrid-Fernández, D. (1999). La investigación de los factores motivacionales en el aula de idiomas. Granada: Grupo Editorial Universitario y Dpto. De Didáctica de la Lengua y Literatura (Universidad de Granada).
• Martín-Laborda, R. (2005). Las nuevas tecnologías en la educación. Fundación AUNA. Retrieved from http://estudiantes.iems.edu.mx/cired/docs/ae/pp/fl/aeppflp11pdf01.pdf
• Martínez-Otero, V. (2009). Diversos condicionantes del fracaso escolar en la educación secundaria. Revista Iberoamericana de Educación, 51, 67-85.
• Ministerio de Educación y Formación Profesional. (2018). Datos y cifras. Curso escolar 2018/2019. Retrieved from http://www.culturaydeporte.gob.es/servicios-al-ciudadano-mecd/dms/mecd/servicios-al-ciudadano-mecd/estadisticas/educacion/indicadores-publicaciones-sintesis/datos-cifras/Datosycifras1819esp.pdf
• Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534. https://doi.org/10.1016/J.CHB.2015.08.048
• Morales, S. (2017). Relationship between social context and L2 learning of EFL students in tertiary level. English Language Teaching, 10(10), 87-91. https://doi.org/10.5539/elt.v10n10p87
• Papadakis, S., & Kalogiannakis, M. (2018). Using gamification for supporting an introductory programming course. The case of ClassCraft in a secondary education classroom (pp. 366-375). Cham: Springer. https://doi.org/10.1007/978-3-319-76908-0_35
• Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41(4), 359-376.
• Pintrich, P., & Schunk, D. A. (2006). Motivación en contextos educativos. Teoría, investigación y aplicaciones. Madrid: Pearson Education.
• Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
• Rascón-Moreno, D. J., & Bretones-Callejas, C. M. (2018). Socioeconomic status and its impact on language and content attainment in CLIL contexts. Porta Linguarum, 29, 115-135. Retrieved from https://www.ugr.es/~portalin/articulos/PL_numero29/6_DIEGO%20J%20RASCON.pdf
• Rivera-Trigueros, I., & Sánchez-Pérez, M. M. (2020). Classcraft as a resource to implement gamification in English-medium instruction. In M. M. Sánchez-Pérez (Ed.). Teacher Training for English-medium Instruction in Higher Education (pp. 356-371). Hershey, PA: IGI Global.
• Sánchez, E., Young, S., & Jouneau-Sion, C. (2017). Classcraft: From gamification to ludicization of classroom management. Education and Information Technologies, 22(2), 497-513. https://doi.org/10.1007/s10639-016-9489-6
• Sánchez-Pérez, M. M., & Rivera-Trigueros, I. (2019). ¿Gamificar el aula de edu-cación superior? Análisis de expectativas sobre gamificación de estudian-tes universitarios de lengua extranjera. In S. Alonso, J. M. Romero, C. Rodríguez-Jiménez, & J. M. Sola (Eds.). Investigación, Innovación docente y TIC. Nuevos horizontes educativos (pp. 492-504). Madrid, ES: Dykinson.
• Suárez, N., Tuero-Herrero, E., Bernardo, A., Fernandez, E., Cerezo, R., Gonzalez-Pienda, J. A., Rosario, P., & Núñez, J. C. (2011). El fracaso escolar en Educación Secundaria: análisis del papel de la implicación familiar. Revista de Formación Del Profesorado e Investigación Educativa, (24), 49-64.
• Tejedor, F. J. (2000). El diseño y los diseños en la evaluación de programas. Revista de Investigación Educativa, 18(2), 319-339. Retrieved from http://revistas.um.es/rie/article/viewFile/121021/113711
• Werbach, K., & Hunter, D. (2015). The Gamification Toolkit: Dynamics, Mechanics, and Components for the Win. Philadelphia, PA: Wharton Digital Press.
• Woolfolk, A. (2006). Psicología educativa (9a). Naucalpán de Juárez: Pearson Educación.