KAHOOT IT OR NOT? CAN GAMES BE MOTIVATING IN LEARNING GRAMMAR?
KAHOOT IT OR NOT? CAN GAMES BE MOTIVATING IN LEARNING GRAMMAR?
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DOI：
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发表时间：
2016
影响因子：
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通讯作者：
Ewa Zarzycka
中科院分区：
文献类型：
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作者：
Ewa Zarzycka
游戏化并不是一个非常新的概念。它是在非游戏环境中使用游戏元素和游戏设计技术。它在不同的环境中用于不同的目的。有强有力的证据表明玩游戏和增加动力之间存在关系。越来越多的学习游戏出现并有望帮助学习语言。有些游戏元素可以在非游戏环境中使用，以激发玩家的有效参与以及获胜/学习的毅力和动力。本文概述了特定游戏元素对玩家的影响，介绍了游戏参与的动机方面，并研究了哪些游戏元素可以提高参与语法学习游戏的动机。所有这些都以 Kahoot.it 在线游戏为例进行了研究，该游戏供在波兰克拉科夫师范大学现代语言中心上课的普通英语课程学生使用。该研究论文的主要目的是观察和评估学生学习和练习语法的动机如何增加，以及这种学习模式的有效性。它还介绍了教师对设计过程的评估、实施和进一步使用的建议。
Gamification is not a very new concept. It is the use of game elements and game design techniques in a non-game context. It is used in various contexts for various purposes. There is strong evidence that shows the relationship between game playing and increased motivation. More and more learning games emerge and bring a promise to help to learn a language. There are certain game elements that could be used in non-game contexts to trigger effective player engagement as well as persistence and motivation to win/learn. The paper outlines the influence of specific game elements onto players, presents the motivational aspects of game involvement, and investigates what game elements could be responsible for increasing motivation to participate and engage in a grammar learning game. All of these are investigated on the example of a Kahoot.it online game, which was used with the General English language course students attending the classes in The Modern Languages Centre at the Pedagogical University, Cracow, Poland. The main objective of the research paper is to observe and assess how the students’ motivation increases – if – to learn and practise grammar and how effective this mode of learning is. It also presents the teachers’ evaluation of the design process, its implementation and recommendations for further use.