Fernando Esquivel Vera

DOI: https://doi.org/10.47133/tegc_ch27 

ABSTRACT

As English teachers, we want to teach as effectively as possible to help our students learn. To meet this goal, we look for innovative ways that motivate our students in using English and, also, for wanting to improve. We specifically look for innovations that match our individual teaching style and our institution’s approach to English language teaching. During our search, we may discover game-based learning and a broader concept and technique called gamification. In this chapter, you will learn about gamification models based on a widely accepted learning theory. You will learn about creating and implementing lessons with game-like actions that support language learning and about incorporating these gamified lessons into a semester-long game-like structure (i.e., gamification framework). You will also learn how such actionable gamification designs can enhance other teaching techniques and keep students engaged and motivated while having fun. 

Keywords: gamification, game-based learning, learner motivation, learning theories, teaching English 

How to cite this chapter: 

Esquivel Vera, F. (2023). Implementing Actionable Gamification Design in ELT. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 324-334). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch27 

INTRODUCTION

The development of digital teaching tools escalated the learning potential of game-based learning and, by doing so, increased opportunities for gamification. As both a concept and technique, gamification incorporates game-like actions in non-game contexts. When the non-game context is a classroom, gamification positively affects the instructional context by enhancing student motivation, increasing engagement, and improving performance. 

The simple definition of gamification is using games to teach language lessons, such as introducing new vocabulary, practicing grammar structures, and developing learners’ pronunciation. When we use games in these lessons, we gamify our instruction. However, by itself, a single game is not synonymous with gamification. A comprehensive definition of gamification is teaching gamified lessons across time and within a gaming structure called gamification framework. These terms (game, gamification, gamify, gamified, gaming) have the same root word “game.” Hence, regardless of their part of speech (noun, verb, adjective) or function (e.g., past participle, present participle), these words all communicate the same meaning—that of something related to a game. 

As teachers, we can select from among several gamification products designed specifically for English language teaching (ELT) contexts. By using appropriate games and strategies, we can gamify many aspects in our classrooms. Such aspects include planning and implementing instruction, managing the classroom, monitoring student behavior, and developing soft skills (e.g., critical thinking). Incredibly, we can also gamify the entire learning experience by weaving a common theme across lessons and activities. For example, by designing all lessons around one theme (e.g., Star Wars), we can create a game narrative (e.g., reaching Mars) that can guide students throughout an entire semester and support them in reaching the course’s language learning objectives. This type of actionable gamification design can enhance other ELT techniques and keep students engaged and motivated while also having fun.  

background

In the 1990s, teachers were starting to learn about emerging technology while game experts were starting to explore digital gamification. During the following decades, many gamification frameworks emerged—some for classrooms and others adaptable for classrooms. When well-designed, such frameworks support gamification as an integrated classroom experience across an entire term, such as for teaching and learning English. Such gamification frameworks also support students with having a positive learning experience (Chou, 2015).

As gamification frameworks evolved, more games and narratives were incorporated, and this, in turn, led to the concept of game narrative (e.g., reaching Mars). In gamification frameworks designed for classroom instruction, game narrative soon became one of the most common gaming structures. In gamification, game narrative is a story interwoven through all lessons that reaches closure at the end of a designated school term (e.g., semester). Game narrative provides a background for the selected gamification framework and serves to motivate students for caring and interacting during the gamified lessons (Esquivel Vera et al., 2021). When infused across gamified lessons, game narrative is enjoyed by all ages and can have several variations. In fact, game narratives can progress over time and even multiply and grow.

major dimensions

If you wish to gamify your ELT classroom, consider the following:   

Include Game Elements

To successfully implement game narrative in your ELT class, make sure your gamified lessons contain these four elements—game dynamics, game mechanics, game phases, player types. 

• Game dynamics support gamified learning through emotions, narratives, relationships, and progressions (Man, 2021). 

• Game mechanics propel action and engage players through conflict, chance, challenge, competition, cooperation, feedback, winners, and rewards (Man, 2021). 

• Game phases (discovery, onboarding, scaffolding, endgame) establish flow, which, in turn, leads players to having optimal experiences (Csikszentmihalyi, 1990). 

• Player types (e.g., socializers, explorers) provide conditions for player interaction and a win state, which determines what it means to win the game (Bartle, 1996).

The inclusion of these four elements provides structure to the game and helps it flow more smoothly.

Facilitate Motivation

Learner motivation is the primary goal of gamification in educational settings, including ELT classes. Though typically viewed as either intrinsic or extrinsic, the motivation in gamification contexts can cover a wide spectrum as defined by the Self-Determination Theory (SDT; Ryan & Deci, 2020). The SDT spectrum is based on three human needs (Ackerman, 2018):

• competence—effectively dealing with their surroundings,

• relatedness—having a close relationship with others, and

• autonomy—controlling the direction of their lives.

In SDT, motivation is viewed as “factors that facilitate or undermine intrinsic motivation, autonomous extrinsic motivation, and psychological wellness, all issues of direct relevance to educational settings” (Ryan & Deci, 2020, p. 1). This taxonomy specifies four types of extrinsic motivation that start with highly controlled (i.e., external regulation) and, via an internalization process, move towards autonomous and internal (i.e., integrated regulation). This SDT continuum represents a motivation process from externalization to internalization, as shown in Table 1.

Table 1

SDT Continuum of Extrinsic Motivation: From External to Integrated Regulation 

Note. Compiled from “Self-Determination Theory and How it Explains Motivation” by C. E. Ackerman, 2018, in Positive Psychology (para. 17-20). https://positivepsychology.com/self-determination-theory/ 

Gamification elements and mechanics nurture SDT-based autonomy. As illustrated in Table 1, gamification supports students in leaving the first stage of extrinsic motivation (controlled: external regulation), advancing through its second stage (somewhat external: introjected regulation) and third stage (somewhat internal: identified regulation), and then reaching its fourth stage (internal: integrated regulation). In this fourth and final stage, gamification supports students in building autonomous extrinsic motivation and, thus, become enabled for moving to intrinsic motivation (which is not illustrated in Table 1). Such intrinsic motivation is internal, becomes regulated intrinsically, and produces interest, enjoyment, and inherent satisfaction (Ackerman, 2018; Ryan & Deci, 2020).

Although controlled extrinsic motivation has been seen to thwart students’ intrinsic motivation and hinder student progress, autonomous extrinsic motivation can have the opposite effect. Fortunately, gamification is built on the SDT principle of building autonomous extrinsic motivation and then moving to intrinsic motivation. Well-structured gamification frameworks provide implementation guidelines that match the game elements with SDT and, by doing so, enhance student experiences and motivation (Ryan & Deci, 2020). Consequently, through gamification, we can provide autonomy support to our students and help them build their intrinsic motivation. 

Provide Autonomy Support

Autonomy support is how a game structure can assist users with having autonomous control of the direction of a game. Gamification nurtures autonomy support in a classroom and, by doing so, serves to meet students’ psychological needs of competence and relatedness while boosting their wellness and overall motivation (Deci, 2012). For example, through a game narrative, we support students through autonomy aspects of rationale, choice, exploration, and self-initiation: 

• Rationale corresponds to teachers sharing goals, objectives, and systems, thereby validating students’ efforts. It is supported by game narrative and gamification frameworks where “people are motivated because they believe they are engaged in something bigger than themselves” (Chou, 2015, p. 3). 

• Choice involves students in decision-making processes (Ryan & Deci, 2020). It is supported by game narrative where students negotiate with the teacher, bargain with other students, and decide on topics and activities.

• Exploration brings student exploration into a class (Deci, 2012). It is supported by game narrative through quests and, also, the phases of a gamified class.

• Self-initiation endorses student interests (Deci, 2012). It is supported by game narrative via structured progression toward satisfaction and feelings of competence. 

Autonomy support is further enhanced by scaffolded learning and leveled instruction where students work toward reachable challenges. Feedback is positive and based primarily on student effort (Ryan & Deci, 2020). When feeling competent at learning language related to their interests, students willingly participate in game narratives and tasks (e.g., presentations), and they experience enjoyment (Esquivel Vera et al., 2021). 

Invest Brain Share

As teachers, we know that the student brain is a precious commodity. Hence, in ELT, one of our gamification goals is for our students (who are users of our gamified lessons) to want to “invest brain share, time, and energy” (Kapp, 2012, p. 11). Based on frameworks designed by experts in both gaming and SDT, gamification uses strategies, techniques, and methods that motivate students with wanting to participate fully. By participating in the various aspects of a gamification framework, students use their brains in multiple ways. 

Offer Rewards

Gamified lessons usually include rewards such as grades, points, badges, and leaderboard spots (e.g., ClassCraft and ClassDojo). In an ELT class, game narrative might entail progression points, completion rewards, or game perks, and students might use bonus points to replace other assignments. Though externally enacted, such rewards can serve as controlled motivation or autonomous extrinsic motivation. If students view grades as fair indicators of proficiency and goal attainment, grades might also serve as autonomous extrinsic motivation.

Teachers often face challenges when using rewards (e.g., grades, points, badges, leaderboard spots). One challenge is identifying and communicating the rationale of successful reward attainment, which includes reminding students of their learning goals. Another challenge is offering students two alternate choices such as doing tasks or losing points. Other challenges relate to rewarding student exploration and encouraging self-initiation. A related dilemma is whether to motivate encouragement with extra points. In other words, could too many point-earning opportunities cause the demise of gamification? 

Promote Leveling Up

When ELT classes are gamified, scaffolding promotes leveling up so that all students have a positive experience. Leveling up is a term used in videogames to strengthen players for moving to the next higher level, which is of extreme importance in learning languages. In gamified classes, scaffolding supports solving challenges and completing phases. When allowed to select choices (freedom to choose or freedom to fail), students free themselves of performance anxiety and enter a flow state (Csikszentmihalyi, 1990). Through this flow state, they cultivate a mindset independent of outcomes, which can lead to improved academic performance. 

Depending on how gamification is designed and delivered, its structure and choice can enhance student competencies while, at the same time, allow students the option of refusing to participate (Ryan & Deci, 2020). To ensure the success of your gamification efforts, be adaptable and unbiased toward student opinions. Promote leveling up and help students shape their own game and own class.

Ensure a Full Experience

Gamification is a full experience that can continue infinitely; it is not a finite game that ends by winning or losing (Carse, 2013). It is not simply participating in game-based learning, video games, and simulations. The internet abounds with poorly designed gamification attempts that focus almost entirely on earning rewards (points, badges, leaderboard spots). These games might seem enticing but lack rationale and relatedness, which are human needs identified by SDT. Because users often participate in these virtual games just to earn points, they do not feel connected to anyone or anything. In such cases, controlled extrinsic motivation undermines intrinsic motivation. Fortunately, we can resolve this in our ELT classrooms by using game narratives based on SDT.

pedagogical applications

To prepare for using gamification in your ELT setting, start by gathering recommendations from websites, journal articles, and veteran gamification colleagues. Then incorporate gamification by implementing a game narrative and, also, by selecting games.   

Implement Game Narrative

Implement your ELT game narrative by selecting a gaming platform (e.g., WorldAnvil). Then proceed with these gamification phases: discovery, onboarding, scaffolding, and endgame. 

• Discovery Phase. Be convinced that gamification will appeal to your students and that it will benefit them. Start with just one class at a time. Guide your students in selecting a game narrative that represents their interests and, as such, can optimize their experience and enhance their autonomy. If this is your first experience with game narratives, guide students in thinking about a Pet Store narrative. This narrative can be easily adjusted for different age groups and language levels. For example, young children might focus on animal babies, and adults might focus on business aspects. To support the selected game narrative, identify game elements that can empower your students with dynamic and interactive learning and that can lead them to positive experiences. 

• Onboarding Phase. Take small steps, focus on optimizing student experiences, and reflect frequently. When using gamification for the first time, start by sharing your own interests and a self-metaphor. For example, my interests are languages, education, coding, games, and business. Consequently, my self-metaphor is language-educator gamification-business-evangelist. This metaphor represents my belief in gamification’s core values and mission and my dedication to spreading the word about gamification and to recruiting talents. After you share your interests and self-metaphor, have students share theirs.

• Scaffolding Phase. To gamify their selected narrative (Pet Store), students create a business and establish a physical space in the classroom or a virtual space on an online platform (complete with avatar pets). For this imaginary business, students write the mission, values, and objectives and then create a slogan, which is a compelling, long-term target (Collins & Porras, 1994). For this Pet Store game narrative, a slogan could be “Best for Pets.” Students then work together to determine the plot, themes, characters (players), roles, and conflict that will guide their class for an entire semester.

• Endgame Phase. For gamification’s endgame, put everything into practice through a gamification framework based on SDT (Chou, 2015). Adjust the game narrative to fit class demographics and integrate game elements (dynamics and mechanics). In this Pet Store narrative, the players could be owner, manager, clerk, customers (adults and children), groomer, veterinarian, cleaning staff, and neighbors. Consider incorporating a different subplot for each week or learning module. Examples of subplots could be selecting the perfect pet, shopping for accessories, caring for animal babies, feeding, grooming, dealing with illness, and preparing for shows. In each subplot, students learn the vocabulary and grammatical structures required to carry out their player roles. In the next subplot, students can switch player roles. As needed, gamify other activities to maximize your students’ learning experiences. 

Select Games to Support Gamification

Although game narrative is much broader and deeper than any single game, successful gamification is built on a series of individual games that are repeated over time. Instructional games and board games can offer inspiration for game narratives and, as such, can support gamification efforts. These include popular games such as crosswords, puzzles, tic-tac-toe, roleplay, scavenger hunts, Battleship, and Scattergories. Though such games are easy to incorporate within ELT settings, they are not gamification. To maximize the potential of these games as learning activities, integrate them within a broader gamification framework.

Board games offer wonderful inspiration for game narratives. For example, Monopoly is a very popular board game with good game dynamics. Coup also offers interesting game dynamics and effective narratives. It is not necessary to use the mechanics, dynamics, and narratives of a selected board game. Their plots are often universal and, as such, can easily be adapted to your students’ game narrative. For example, with Coup, students cooperate in groups and compete against other groups. They can even take control of the class and impose their own rule, which is what happened in one of my language classes (Esquivel Vera et al., 2021).

In this chapter, you learned about applying the elements and principles of game narratives to create gamification in an ELT class. You also learned that, when applied successfully, gamification can enhance student motivation, increase engagement, and ensure enjoyment.

Here are key concepts about gamification:

• • Gamification applies game elements in non-game contexts to support student learning.

  • Game elements include dynamics (narratives, relationships, progressions), phases (onboarding, discovery, scaffolding, endgame), mechanics (points, rewards, chance, challenges), and player types (socializers, explorers).

  • Narrative is a story that motivates participants to care and interact.

  • SDT theorizes motivation based on psychological needs (Ryan & Deci, 2020).

  • Motivation includes various styles, and it guides engagement in goal-directed behavior. 

  • Autonomy support engages without undermining intrinsic motivation. 

Based on what you have learned about gamification, answer these questions:

1. 1. Do you think participation points help with autonomous motivation? Are such points fairly and unbiasedly given? What about grades? Can you think of something to replace points and grades? Why do you think your alternative would work better?

   2. Based on the Pet Store game narrative, what are some games and other gamified activities that you could use for a subplot such as shopping or grooming (or another subplot of your choice)? Why did you select these activities and how do you think you can implement them?

To apply what you have learned about gamification, do the following:

1. 1. Incorporate diverse game-based learning activities into your classes and reflect on how this experience can inspire you to design a fully gamified class.

   2. Use ClassCraft or ClassDojo for behavior management and then reflect on your experience.

To learn more about gamification, visit these websites:

• • ClassCraft. https://www.classcraft.com 

  • ClassDojo. https://www.classdojo.com 

  • Example of a gamification framework (Octalysis). https://yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/  

  • Infographics. https://user experienceknowledgebase.com/gamification-part-1-73a7c7afd4d1 

  • SDT website. https://selfdeterminationtheory.org/topics/application-education/ 

  • User experience. https://gamification-europe.com/melinda-jacobs-gamification-europe-2018/ 

  • Videos about gamification and education. https://www.youtube.com/extracredits 

  • Worldanvil for creating game narratives. https://www.worldanvil.com 

Topics related to gamification are addressed by other chapters in this book: 

Chapter 7 Embracing Young Learners by M. Gandolfo, B. Damiani, and L. Caperochipe

Chapter 8 Teaching and Engaging Adolescent Learners by V. Ariza

Chapter 9 Empowering Adults for Autonomous Learning by M. Zalimben

Chapter 11 Using Social Media to Enhance Language Awareness by S. Terol and J. Amarilla

Chapter 13 Designing Learner-Centered Classrooms to Promote Active Learning by H. Kaiser

Chapter 20 Creating an ELT Classroom Community by B. Crosbie and D. Carter

Chapter 23 Integrating Technology in Language Classrooms by H. Hubbard, A. Foss, and C. Strawn 

Ackerman, C. E. (2018, June 21). Self-Determination Theory and how it explains motivation. Positive Psychology. https://positivepsychology.com/self-determination-theory/

Bartle, R. (1996, June). Hearts, clubs, diamonds, spades: Players who suit MUDs. The Journal of Virtual Environments, 1(1). http://www.mud.co.uk/richard/hcds.htm

Carse, J. P. (2013). Finite and infinite games: A vision of life as play and possibility. Free Press; Simon & Schuster.

Chou, Y. (2015). Actionable gamification: Beyond points, badges, and leaderboards. Octalysis Media. 

Collins, J. C., & Porras, J. I. (1994). Built to last: Successful habits of visionary companies. Harper. https://doi.org/10.1002/cir.3880060321

Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. Harper Perennial Modern Classics Publishing.

Deci, E. (2012). Promoting motivation, health, and excellence [Video]. https://tedxflourcity.com/?q=speaker/2012/ed-deci

Esquivel Vera, F., Figueredo Came, M. N., & Canese V. (2021, August). Gamification in the English classroom: An action research on how it might affect students’ motivation and engagement. Ñemitỹrã, 3(1), 70-81. http://dx.doi.org/10.47133/NEMITYRA2021107

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons. 

Man, C. K. (2021, August 6). Game elements, components, mechanics and dynamics: What are they? Creative Culture. https://medium.com/creative-culture-my/game-elements-components-mechanics-and-dynamics-what-are-they-80c0e64d6164 

Ryan, R. M., & Deci, E. L. (2020, April). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860

Fernando Esquivel Vera earned his bachelor’s degree in English from the Instituto Superior de Lenguas (ISL), Universidad Nacional de Asuncion. Fernando has taught English at different educational institutions (Paraguay and Brazil) and the entrance exam preparation course at the ISL. He has also worked as a computer scientist implementing business management software, developing apps, and coding. As a speaker of five languages (English, Spanish, Guaraní, Portuguese, Flemish), Fernando focuses his research on language learning, student motivation, and gamification. Fernando’s goal is to merge his passions for coding and teaching languages. 

ORCID: https://orcid.org/0009-0001-1963-1879 

Email for correspondence regarding this chapter: feresqui@gmail.com

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