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GAMIFICATION IN THE EFL CLASSROOM USING KAHOOT

GAMIFICATION IN THE EFL CLASSROOM USING KAHOOT. KAREN JACOB UIB AESLA 2016. Overview. Introduction What is gamifcation ? Research project Intclass Empatia a traves de la literatura y cine Research questions Research tools : Kahoot quizzes Preliminary results Conclusions.

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GAMIFICATION IN THE EFL CLASSROOM USING KAHOOT

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  1. GAMIFICATION IN THE EFL CLASSROOMUSING KAHOOT KAREN JACOB UIB AESLA 2016

  2. Overview • Introduction • What is gamifcation? • Researchproject • Intclass • Empatia a traves de la literatura y cine • Researchquestions • Researchtools: Kahootquizzes • Preliminaryresults • Conclusions

  3. Introduction i • Games as a foundationforlearning • Educationalsetting • Constructivistlearningenvironment (Wu et al., 2012)) • Reinforcemultipleintelligences (Gardner, 2006) • Logicalreasoning, communication, visual stimulation, kinesthetics

  4. Introductionii • What is ‘gamification’? • 1. Gamification is the use of game design elements in non-game contexts (Deterding, Dixon, Khaled, & Nacke, 2011) • 2. Gamification is the process of game-thinking and game mechanics to engage users and solve problems (Zichermann & Cunningham, 2011) • From gamestogamifying the educationalexperience • Digital natives(Prensky, 2001) • ‘Gamification’ – coinedby Nick Pelling in 2003 (Jacubowski, 2014; Pelling, 2011)

  5. Introduction III • How can gamingtechniqueshelpmotivatestudents? • Self-determinationTheory (Ryan & Deci, 2000) • Intrinsicmotivation • Pleasure of mastering a new topic • Relate to prior knowledge and widentheirexpertise in the area • Autonomy and competence (self-efficacy) • Extrinsicmotivation • Performance goals / grades • May lead to the acquisition of new knowledge • What are the essentialrequisitesthatshouldbeadheredto in the application of gamingtechniques in the classroom? • Haveclearobjectives • Content is important • Provide the studentwith a challenge - Krashen’s i +1, input hypothesis (Krashen, 1985). • Helpidentify the ability/gaps in a student’sknowledge

  6. However .. • Mixedreportsregarding the motivationalcapacity of suchtechniques (Hainey et al., 2013) • Lack of publishedresearchonempiricalstudies (Hamari et al., 2014)

  7. Researchquestions • Does the use of gamificationstrategies, such as on-line quizzes, enhance the student’soveralllearningexperience? • Does the use of suchtechniqueshaveany positive results in the student’slearningprocess?

  8. Researchproject • Coordinated project - UIB-UPF (FFI2013-48640-C2-2-P) Language acquisition in the multilingual and multicultural classroom: Enhancing international experiences at home and abroad for all learner profiles (IntClass) • 3 learning contexts: • Formal instruction - with an international ethos (FI) • Study abroad – including Erasmus and Erasmus + programmes (SA) • Integrated content and language approach learning programmes (CLIL) Five dimensions of learner/teacher attributes will be analysed: 1. Languages; 2. Aptitude; 3.Beliefs; 4. Affect; 5. Culture; and 6. Identity (LABACI)

  9. Sub-project • 2 secondary schools – Balearic Islands (Andratx & Bendinat) • Application of a transcultural approach to EFL via specific literary texts and the incorporation of virtual tools such as blogging and on-line quizzes through content- and task-based units of work. AccionMagistral 2015 Empatía a traves de la literatura

  10. Sub-project – outline • Istterm – The worldoutsideourbubble • Beyondborders • KahootQuiz 1 • 2nd term – Cultural sensitivity • Freedomwriters • Anne Frank • KahootQuiz 2 • AESLA 2016 • Kahootsurvey • Part 1 – StudentopinionsonKahoot (survey) • Part 2 – Selection of questions from Kahootquizzes 1 & 2

  11. Participants

  12. Kahoot interface i https://getkahoot.com/ https://kahoot.it/

  13. Kahoot interface ii https://kahoot.it/

  14. Results IPreliminaryquestions

  15. Results II How would you like your teacher to introduce a new topic?

  16. Results IIIKahootsurvey - opinions

  17. Kahootquiz 1/survey Andratx 9 /Bendinat 6 Andratx 1 /Bendinat 5 Andratx 1

  18. KahootQuiz 2/Survey

  19. conclusions • RQ1 - Does the use of gamificationstrategies, such as on-line quizzes, enhance the students’ overalllearningexperience? • Preliminaryinvestigation shows that the studentsenjoyusingKahoot and believethatitenhancestheiracquisition of new knowledge and vocabulary • RQ2 - Does the use of suchtechniqueshaveany positive results in the students’ learningprocess? • Itappearsthat the use of the Kahootmayhavehelpedstudentsacquire and retain new knowledge

  20. acknowledgements • FFI2013-48640-C2-2-P • Staff and students at • IES Baltasar Porcel (MariluzAsun Molino) • IES Bendinat (Apolonia Alou Mir)

  21. references • Gardner, H. (2006).MultipleIntelligences: New horizons. USA: Basic Books. • Hainey, T.; Westera, W.; Connolly, T. M.; Boyle, L.; Baxter, G.; Beeby, R. B.; & Sofano, M. (2013). Students' attitudestowardplayinggames and usinggames in education:Comparing Scotland and the Netherlands. Computers & Education, 69, 474-484.Available at: http://dx.doi.org/10.1016/j.compedu.2013.07.023(Retrieved November, 2015). • Hamari, J.; Koivisto, J. & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6-9, 2014. Available at: http://www.researchgate.net/publication/256743509_Does_Gamification_Work__A_Literature_Review_of_Empirical_Studies_on_Gamification (Retrieved November, 2015). • Jakubowski, M. (2014). Gamification for business and education: Project of gamified course for university students. Development in Business Simulation and experienced learning. Vol 41, 339-342. Available at https://journals.tdl.org/absel/index.php/absel/article/viewFile/2137/2106 (Retrieved January, 2016) • Krashen, S. D. (1985). The input hypothesis: Issues and implications. UK: Longman • Pelling, N. (2011). The (short) prehistory of gamification. Available at: http://nanodome.wordpress.com/2011/08/09/the-shortprehistory-of-gamification/ (Retrieved February 2016) • Prensky M. (2001). Digital natives, digital immigrants: On the Horizon, Vol 9(5).Available at: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf (Retrieved July, 2011) • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. • Deterding, S.; Khaled, R.; Nacke, L. E.; & Dixon,D. (2011). Gamification: towards a definition. CHI 2011 Gamification Workshop Proceedings, Vancouver 12th -15th May. Available at: http://gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf (Retrieved January, 2016). • Wu, W.; Hsiao, H.; Wu, P.; Lin, C. & Huang, S. (2012). Investigating the learningtheoryfoundations of game-basedlearning: A meta analysis. Journal of ComputerAssistedLearning, 28, 265-279. • Zichermann, G. & Cunningham, C. (2011).Gamification by Design Implementing Game Mechanics in Web and Mobile Apps. Canada: O'Reilly Media Inc.

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