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" La Gamificazione Come Risorsa Educativa: "
Garrido Báez, Luisa Maria
Ryan, Colleen M.
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Latin Dissertation
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| Language of Document
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ita
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| Record Number
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1107711
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| Doc. No
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TLpq2454402578
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| Main Entry
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Garrido Báez, Luisa Maria
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Ryan, Colleen M.
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| Title & Author
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La Gamificazione Come Risorsa Educativa:\ Garrido Báez, Luisa MariaRyan, Colleen M.
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| College
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Indiana University
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| Date
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2020
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| student score
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2020
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| Degree
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Ph.D.
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| Page No
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209
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| Abstract
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This thesis is on the subject of the use of elements derived from videogames, such as points scoring, badges, leaderboards etc. to be implemented in elementary foreign language programs online classes in order to improve motivation and reinforce automatisms in the target language. This thesis questions the use of videogames and some of their elements in class as a way to attract and engage students and have the potential to increase motivation and improve academic education. Can videogames be an innovative and efficient tool to attract the diverse student body and at the same time promote fluency and proficiency through a fun and playful environment? How do video games innovate the 21st century foreign language class? How do they address learning objectives for foreign language teaching in traditional, hybrid and online environments? How can they address the needs of diverse learners in contemporary higher education contexts? Can the use of elements of games be integrated in online classes as an additional technological instrument that instead of distracting students would actually help them to focus in an active learning process? This dissertation positions itself in the fields of gamification, the application of typical elements of game playing to other areas of activity (such as marketing, health, economy) and specifically in this case, in higher education to improve engagement, productivity and learning. Through the self-determination theory of human motivation and needs, social and reward-based theories about intrinsic and extrinsic motivation, this thesis aims to show how videogames have intrinsic elements, such as challenges, strategies and rewards that are beneficial and motivates students when studying a foreign language in an online setting. Not only, but “gamifying a course” helps with differentiation (tailoring instruction to meet individual needs) and the automatization of the target language in order to be fluent and precise at the same time. I show how videogames elements are beneficial in online language classed in 3 different ways: 1)
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European studies
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Foreign language instruction
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Teacher education
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