Gamification for

Second Language AcquisitionThe good, the bad,

and unusable

Geraldine Exton, James Patten, Liam MurrayCSIS Department, University of Limerick, Ireland

{geraldine.exton; james.patten; liam.murray} @ul.ie

Introduction

• The immersive capability & thus inherent massive influence of games

• “All learning has to be based on experience, no matter what tools we’re using” (Gee, 2015)

• Classic games are well designed “problem spaces” where we can tackle challenging problems

• GFI – (goodness of fit index) – –Games = well designed a/effect spaces

Introduction - Gamification

• Gee: “Gamification can be good and gamification can be evil. It has been taken over, at least in America by business.”

• Motivation? Or manipulation?• Gaming + education – can they be blended?• Definition: “the use of game-like elements in

non-game contexts” (Deterding et al, 2011)

Focus

• Focus of game design entertainment

• Focus of gamification engagement

• Engagement ≠Entertainment

• Entertainment– Is elusive– No clear road map for entertainment

Game design

• Game design nuanced, creative activity– Mechanics only a small part of what works– Uncertainty and our compulsion to master it

(Costikyan)– Learning and mastery (Koster)– Joy of gameplay – meaningful choices (Juul)

• “Myth” of game design as a solved problem– Cannot guarantee effectiveness of a small part

applied elsewhere

Gamification – the term

• “Gamification” – term designed to elicit positive association

• Divisive– Chocolate covered broccoli (Gee, Bogost)– Exploitationware (Bogost)– Pointsification (Robertson)

• Splintering of advocates– “gameful design” as against gamification

Gamification – potential negatives

• Motivation of those behind it– Business analytics– Data mining– User manipulation– Commodification– Make mundane tasks worse– Data collection/usage/privacy

What is Gamification?

• Confusion about what constitutes gamificationSupermarket clubcards/loyalty programmes• Just using badges, etc, not gamification?

Games already in use in the classroom, but are they gamification?• Class charts/leaderboards• Badges/stickers• Games, eg. Bingo

• Remember the core

Gamification in education

• Educational perspective different from commercial application

• Criticisms valid– Ferrara: gamification has an “impoverished,

cynical, and exploitative view of games as inherently frivolous and mostly useless.”

– Slap elements on and hope for the best!

Gamification in education• Core experience/key goals in system to influence

entire design process (Romero)• Use Guiding Principles – Ferrara– Define core message– Tie message to win strategy– Meaningful choices– Keep it real– Self-directed discovery

• Tie elements to motivation

Gamification and Motivation• Self Determination Theory

• Ryan and Deci• Three components to be fulfilled:

• Spectrum of motivationFrom amotivation to intrinsic motivation

Competence Autonomy RelatednessSkill mastery Choice Social connectedness

Gamification in Duolingo

Gamification in Duolingo

COMPETENCE• Duolingo home page:

skills tree (achievements)• High emphasis on

mastery of skills• Achievements, badges,

content-unlocking, discussion forums, leaderboards, levels, points, social graphs, virtual goods

Gamification in Duolingo

AUTONOMY• Duolingo “lingot” store• Choice re: avatars,

discussion forums, gifting and virtual goods (lingots)

• Avatars, discussion forums, gifting, virtual goods

Gamification in Duolingo

RELATEDNESS• Duolingo discussion

page• Discussion forums:

communities of practice• Avatars, badges, content-

unlocking, discussion forums, gifting, leaderboards, levels, social graphs, virtual goods

Conclusion

• Caveats– Longevity vs novelty • “framification” works – but does it maintain interest?

– External motivators detracting from intrinsic motivation

• Future– One tool in a “motivation suite”– Social/face-to-face (Duolingo/Decker & Lawley)