3.3 Forum. Gamification and Game-Based Learning
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 3
Por hacer: Recibir una calificación

Games are more than just fun, they’re powerful learning tools. In this activity, you’ll explore the theory behind gamification and game-based learning and create interactive tasks that actively involve your students in their own language development.

Learning objective: 

To define the principles of gamification and game-based learning and design activities that engage students through game-like elements.

Instructions: 

    Read the following articles:
        Educational gamification vs. game based learning: Comparative study.
        A Guide for Game-Design-Based Gamification.
        Gamification and Technology-Based Learning: Uncovering the potential of using games in language teaching and learning.
    Watch the video:
        How to use gamification in language learning.
    Research in any trustable pages about the topic. 
    Take notes using the most important ideas from the articles and video.
    Create two gamified language learning activities using two different online tools.
    Choose a topic and learning level.
    Share your activity links in the class forum.
    Complete and give feedback on two classmates’ activities.

Product to be delivered

A set of gamified activities for the classroom.

Evaluation criteria

Criterion
	

Score

    The activity clearly defines the principles of gamification and game-based learning, distinguishing between the two concepts with appropriate examples.

	

25%

    The gamified activities effectively incorporate game-like elements, ensuring the tasks are engaging, interactive, and designed to enhance students' language development.

	25% 

    The activities make effective use of two different online tools to gamify language learning, demonstrating creativity and an understanding of the tools' potential for engagement and interactivity.

	20% 

    The activities are relevant to the chosen topic and appropriate for the selected learning level, ensuring that they are accessible and suitable for the students' needs.

	15% 

    The student provides constructive feedback on at least two classmates’ activities, offering meaningful suggestions and demonstrating engagement with others’ work.

	5% 

    The activities are submitted on time, with working links to the gamified tasks, and posted in the class forum as instructed.

	 5%

    The activities are well-organized and easy to follow, with clear instructions for students, and a professional, polished presentation.

	 5%

Total
	

100%

Resources: 

    Rula Al-Azawi, Fatma Al-Faliti, and Mazin Al-Blushi. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4). https://www.ijimt.org/vol7/659-CM932.pdf

    Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Satorre-Cuerda, R., Compañ-Rosique, P., Molina-Carmona, R., & Llorens-Largo, F. (2019). A Guide for Game-Design-Based Gamification. Informatics, 6(4), 49. https://doi.org/10.3390/informatics6040049

    informatics-06-00049-with-cover.pdf

    Abdeen, F. H., & Albiladi, W. (2021). Gamification and Technology-Based Learning: Uncovering the potential of using games in language teaching and learning. Journal of Studies in Education, 11(2), 62. https://doi.org/10.5296/jse.v11i2.18339

    British Council, TeachingEnglish. (2023). How to use gamification in language learning [Video]. YouTube. https://www. youtube.com/watch?v=f6_23KffS7M

