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Gamification in Foreign Language Edu...

Li, Cong.

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Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language./
Author:	Li, Cong.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	224 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13905932
ISBN:	9781392176603

Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language.
Li, Cong.

Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 224 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2018.

This item must not be sold to any third party vendors.

Gamification is an increasingly popular strategy applied to many aspects of our lives to optimize our experiences-including language learning. However, current educational applications of gamification are mostly directed to the surface level. There, people try to motivate learners by piling up various game elements. Although game elements can enhance short-term motivation, they are not effective in sustaining the motivation of adult learners if not appropriately integrated into the curriculum. The chapters in this dissertation discuss the fundamentals of applying gamification to the context of foreign language learning with a focus on Chinese as a Foreign Language (CFL) programs in post-secondary institutions.Chapter one revisits the concept of game because it requires a clear understanding of the connection between learning a language and playing a game to determine which game elements can synergize with CFL programs to optimize the learning process. The definition of gamification and noteworthy problems of CFL programs are also addressed in Chapter one.Chapter two to Chapter five each focuses on one problem, respectively. Chapter two discusses the relationship between language, culture, and game. The concept of game is viewed as a psychological reality that organizes human behaviors, because we attach different value or meaning to the same behavior in different games. Therefore, we can conceptualize the action of using language as recognizing the game being played and playing by its rules, which should be the core content of CFL programs. Chapter three focuses on the program goals and proposes to attach more importance to encouraging learners to pursue their individual goals, provided program directors expect to increase learners who can reach advanced levels. Chapter four explores how emotions can be elicited to enhance the learning experience based on examples from electronic games where emotion has been demonstrated to be an influential factor in the formation of memory. Chapter five revisits the challenges arising from the discussion in previous chapters and uses two sample designs to illustrate how gamified learning tools can help overcome challenges. The last section of Chapter five touches upon the learning environment and visualizes how the technology of virtual reality (VR) can be exploited to build a second-language learning environment for CFL programs.

ISBN: 9781392176603Subjects--Topical Terms:

3172512
Foreign language education.
Subjects--Index Terms:

Chinese as a foreign language

Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language.
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520 $a Gamification is an increasingly popular strategy applied to many aspects of our lives to optimize our experiences-including language learning. However, current educational applications of gamification are mostly directed to the surface level. There, people try to motivate learners by piling up various game elements. Although game elements can enhance short-term motivation, they are not effective in sustaining the motivation of adult learners if not appropriately integrated into the curriculum. The chapters in this dissertation discuss the fundamentals of applying gamification to the context of foreign language learning with a focus on Chinese as a Foreign Language (CFL) programs in post-secondary institutions.Chapter one revisits the concept of game because it requires a clear understanding of the connection between learning a language and playing a game to determine which game elements can synergize with CFL programs to optimize the learning process. The definition of gamification and noteworthy problems of CFL programs are also addressed in Chapter one.Chapter two to Chapter five each focuses on one problem, respectively. Chapter two discusses the relationship between language, culture, and game. The concept of game is viewed as a psychological reality that organizes human behaviors, because we attach different value or meaning to the same behavior in different games. Therefore, we can conceptualize the action of using language as recognizing the game being played and playing by its rules, which should be the core content of CFL programs. Chapter three focuses on the program goals and proposes to attach more importance to encouraging learners to pursue their individual goals, provided program directors expect to increase learners who can reach advanced levels. Chapter four explores how emotions can be elicited to enhance the learning experience based on examples from electronic games where emotion has been demonstrated to be an influential factor in the formation of memory. Chapter five revisits the challenges arising from the discussion in previous chapters and uses two sample designs to illustrate how gamified learning tools can help overcome challenges. The last section of Chapter five touches upon the learning environment and visualizes how the technology of virtual reality (VR) can be exploited to build a second-language learning environment for CFL programs.
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