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Gamified lesson plan development with ELT pre-service teachers: A gamified google classroom experience

Yıl 2023, Cilt: 6 Sayı: 1, 202 - 220, 31.01.2023

Serhat Güzel

https://doi.org/10.31681/jetol.1158404
Cited By: 1

Öz

With the advances in understanding contemporary instruction and the emphasis on online learning, alternative ways to keep instruction functional are sought constantly. Gamified environments are among the most widespread techniques used to enrich online instructional experiences due to motivation and engagement dimensions. In this context, the research aimed to investigate the experiences of pre-service English teachers in a gamified process. The study, which employed a mixed-method research design to collect data, included thirty-six pre-service English teachers who participated in an online gamified module created on Google Classroom. Participants were asked to complete a series of tasks and design a gamified lesson plan in the context of teaching English as a Foreign Language (EFL) as the final assignment of the module. Upon completion of the module, participants were administered an experience survey comprising scales and semi-structured interview questions. As a result, it was found that a great majority of the participants regarded this gamified experience as something entirely new and an enjoyable prospect. It was noted that such opportunities would improve their future professional lives since gamified content could increase motivation and engagement and serve as a great language learning tool for language classrooms.

Anahtar Kelimeler

distance education English as a foreign language (EFL) gamification lesson plan Google Classroom online education

Destekleyen Kurum

Balıkesir Üniversitesi

Proje Numarası

2019/073

Teşekkür

This work was supported and funded by Balikesir University, the Office of Scientific Research Projects with the Research Grant No: 2019/073.

Kaynakça

  • Agormedah, E., Adu Henaku, E., Ayite, D. M. K. & Apori Ansah, E. (2020). Online learning in higher education during Covid-19 pandemic: a case of Ghana. Journal of Educational Technology and Online Learning, 3(3), 183-210.
  • Albertazzi, D., Gitirana, M., Ferreira, G., & Antônio, F. (2019). A wide view on gamification. Technology, Knowledge and Learning, 24(2), 191–202. https://doi.org/10.1007/s10758-018-9374-z
  • Alipour, P. (2020). A comparative study of online vs. blended learning on vocabulary development among intermediate EFL learners. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1857489
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009
  • Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80–97.
  • Anderson, Terry, & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
  • Baldauf, M., Brandner, A., & Wimmer, C. (2017). Mobile and gamified blended learning for language teaching - Studying requirements and acceptance by students, parents and teachers in the wild. ACM International Conference Proceeding Series, 13–24. https://doi.org/10.1145/3152832.3152842
  • Blaxter, L., Hughes, C., & Tight, M. (2006). How to Research (3rd Ed.). Open University Press. https://doi.org/10.1093/acprof:oso/9780199732869.003.0004
  • Bozkurt, A., & Durak, G. (2018). A systematic review of gamification research: In pursuit of homo ludens. International Journal of Game-Based Learning, 8(3), 15–33. https://doi.org/10.4018/IJGBL.2018070102
  • Bušelić, M. (2012). Distance learning – concepts and contributions. Oeconomica Jadertina, 2(1), 23–34. https://doi.org/10.15291/oec.209
  • Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education : a literature review. European Conference on Games Based Learning, 50–57.
  • Casey, D. M. (2008). A journey to legitimacy: development of distance education through technology. TechTrends, 52(2), 45–51.
  • Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Traditions, by John W. Cresswell (Second). Sage Publications, Inc.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (p. 273). Sage Publications, Inc.
  • Deterding, S., Björk, S., Nacke, L. E., Dixon, D., & Lawley, E. (2013). Designing gamification: creating gameful and playful experiences. CHI’13 Extended Abstracts on Human Factors in Computing Systems, April, 3263–3266. https://doi.org/10.1145/2468356.2479662
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness : defining “gamification”. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15.
  • Deterding, S., Sicart, M., Nacke, L. E., O’Hara, K., & Dixon, D. (2011). Gamification: using game design elements in non-gaming contexts. CHI’11 Extended Abstracts on Human Factors in Computing Systems, 2425–2428. http://www.amazon.de/Information-Retrieval-Informationen-suchen-finden/dp/3486581724?SubscriptionId=13CT5CVB80YFWJEPWS02&tag=ws&linkCode=xm2&camp=2025&creative=165953&creativeASIN=3486581724
  • Fidan, A. & Şengel, E. (2022).An examination of opinions of teacher candidates on a course enriched through gamification. Journal of Educational Technology and Online Learning, 5(4), 754-774.
  • Flores, J. F. F. (2015). Using gamification to enhance second language learning. Digital Education Review, 27, 32–54.
  • Fuller, L. (2021). Negotiating a new blend in blended learning: research roots. Inquiry, 24(1), 5–7. https://commons.vccs.edu/inquiry
  • Garrison, D. R., & Shale, D. (1987). Mapping the boundaries of distance education: problems in defining the field. American Journal of Distance Education, 1(1), 7–13. https://doi.org/10.1080/08923648709526567
  • Harasim, L. (2012). Learning Theory and Online Technologies (1st ed.). Routledge.
  • Huang, B., Hwang, G., Hew, K. F., & Warning, P. (2019). Effects of gamification on students ’ online interactive patterns and peer-feedback. Distance Education, 40(3), 350–379. https://doi.org/10.1080/01587919.2019.1632168
  • Hung, A. C. Y. (2017). A critique and defense of gamification. Journal of Interactive Online Learning, 15(1), 57–72.
  • Klubal, L., Kostolányová, K., & Gybas, V. (2018). Gamification in LMS courses. ICTE Journal, 7(2), 46–50. https://doi.org/10.1515/ijicte-2018-0009
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (Third). Sage Publications, Inc.
  • Moore, M. G. (1991). Editorial: distance education theory. American Journal of Distance Education, 5(3), 1–6. https://doi.org/10.1080/08923649109526758
  • Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning (3rd ed.). Cengage Learning.
  • Nacke, L. E., & Deterding, C. S. (2017). Editorial : the maturing of gamification research. Computers in Human Behaviour, 71, 450–454. https://doi.org/10.1016/j.chb.2016.11.062
  • Osipov, I. V, Nikulchev, E., Volinsky, A. A., & Prasikova, A. Y. (2015). Study of gamification effectiveness in online e- learning systems. International Journal of Advanced Computer Science and Applications, 6(2), 71–77.
  • Ranjan, P. (2020). Is blended learning better than online learning for b.Ed students? Journal of Learning for Development, 7(3), 349–366.
  • Rapp, A., Hopfgartner, F., Hamari, J., Linehan, C., & Cena, F. (2019). Strengthening gamification studies: current trends and future opportunities of gamification research. International Journal of Human - Computer Studies, 127, 1–6. https://doi.org/10.1016/j.ijhcs.2018.11.007
  • Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425–448. https://doi.org/10.1080/15391523.2006.10782468
  • Sujannah, W. D., Cahyono, B. Y., & Astuti, U. P. (2019). Effect of blended learning using Google Classroom on writing ability of EFL students. Teaching English with Technology, 20(2), 82–97.
  • Şener, B., Sağlam Ertem, İ., & Meç, A. (2020). Online teaching experiences of ELT instructors. Journal of Educational Technology and Online Learning, 3(3), 340-362.

Yıl 2023, Cilt: 6 Sayı: 1, 202 - 220, 31.01.2023

Serhat Güzel

https://doi.org/10.31681/jetol.1158404
Cited By: 1

Öz

Proje Numarası

2019/073

Kaynakça

  • Agormedah, E., Adu Henaku, E., Ayite, D. M. K. & Apori Ansah, E. (2020). Online learning in higher education during Covid-19 pandemic: a case of Ghana. Journal of Educational Technology and Online Learning, 3(3), 183-210.
  • Albertazzi, D., Gitirana, M., Ferreira, G., & Antônio, F. (2019). A wide view on gamification. Technology, Knowledge and Learning, 24(2), 191–202. https://doi.org/10.1007/s10758-018-9374-z
  • Alipour, P. (2020). A comparative study of online vs. blended learning on vocabulary development among intermediate EFL learners. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1857489
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009
  • Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80–97.
  • Anderson, Terry, & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
  • Baldauf, M., Brandner, A., & Wimmer, C. (2017). Mobile and gamified blended learning for language teaching - Studying requirements and acceptance by students, parents and teachers in the wild. ACM International Conference Proceeding Series, 13–24. https://doi.org/10.1145/3152832.3152842
  • Blaxter, L., Hughes, C., & Tight, M. (2006). How to Research (3rd Ed.). Open University Press. https://doi.org/10.1093/acprof:oso/9780199732869.003.0004
  • Bozkurt, A., & Durak, G. (2018). A systematic review of gamification research: In pursuit of homo ludens. International Journal of Game-Based Learning, 8(3), 15–33. https://doi.org/10.4018/IJGBL.2018070102
  • Bušelić, M. (2012). Distance learning – concepts and contributions. Oeconomica Jadertina, 2(1), 23–34. https://doi.org/10.15291/oec.209
  • Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education : a literature review. European Conference on Games Based Learning, 50–57.
  • Casey, D. M. (2008). A journey to legitimacy: development of distance education through technology. TechTrends, 52(2), 45–51.
  • Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Traditions, by John W. Cresswell (Second). Sage Publications, Inc.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (p. 273). Sage Publications, Inc.
  • Deterding, S., Björk, S., Nacke, L. E., Dixon, D., & Lawley, E. (2013). Designing gamification: creating gameful and playful experiences. CHI’13 Extended Abstracts on Human Factors in Computing Systems, April, 3263–3266. https://doi.org/10.1145/2468356.2479662
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness : defining “gamification”. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15.
  • Deterding, S., Sicart, M., Nacke, L. E., O’Hara, K., & Dixon, D. (2011). Gamification: using game design elements in non-gaming contexts. CHI’11 Extended Abstracts on Human Factors in Computing Systems, 2425–2428. http://www.amazon.de/Information-Retrieval-Informationen-suchen-finden/dp/3486581724?SubscriptionId=13CT5CVB80YFWJEPWS02&tag=ws&linkCode=xm2&camp=2025&creative=165953&creativeASIN=3486581724
  • Fidan, A. & Şengel, E. (2022).An examination of opinions of teacher candidates on a course enriched through gamification. Journal of Educational Technology and Online Learning, 5(4), 754-774.
  • Flores, J. F. F. (2015). Using gamification to enhance second language learning. Digital Education Review, 27, 32–54.
  • Fuller, L. (2021). Negotiating a new blend in blended learning: research roots. Inquiry, 24(1), 5–7. https://commons.vccs.edu/inquiry
  • Garrison, D. R., & Shale, D. (1987). Mapping the boundaries of distance education: problems in defining the field. American Journal of Distance Education, 1(1), 7–13. https://doi.org/10.1080/08923648709526567
  • Harasim, L. (2012). Learning Theory and Online Technologies (1st ed.). Routledge.
  • Huang, B., Hwang, G., Hew, K. F., & Warning, P. (2019). Effects of gamification on students ’ online interactive patterns and peer-feedback. Distance Education, 40(3), 350–379. https://doi.org/10.1080/01587919.2019.1632168
  • Hung, A. C. Y. (2017). A critique and defense of gamification. Journal of Interactive Online Learning, 15(1), 57–72.
  • Klubal, L., Kostolányová, K., & Gybas, V. (2018). Gamification in LMS courses. ICTE Journal, 7(2), 46–50. https://doi.org/10.1515/ijicte-2018-0009
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (Third). Sage Publications, Inc.
  • Moore, M. G. (1991). Editorial: distance education theory. American Journal of Distance Education, 5(3), 1–6. https://doi.org/10.1080/08923649109526758
  • Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning (3rd ed.). Cengage Learning.
  • Nacke, L. E., & Deterding, C. S. (2017). Editorial : the maturing of gamification research. Computers in Human Behaviour, 71, 450–454. https://doi.org/10.1016/j.chb.2016.11.062
  • Osipov, I. V, Nikulchev, E., Volinsky, A. A., & Prasikova, A. Y. (2015). Study of gamification effectiveness in online e- learning systems. International Journal of Advanced Computer Science and Applications, 6(2), 71–77.
  • Ranjan, P. (2020). Is blended learning better than online learning for b.Ed students? Journal of Learning for Development, 7(3), 349–366.
  • Rapp, A., Hopfgartner, F., Hamari, J., Linehan, C., & Cena, F. (2019). Strengthening gamification studies: current trends and future opportunities of gamification research. International Journal of Human - Computer Studies, 127, 1–6. https://doi.org/10.1016/j.ijhcs.2018.11.007
  • Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425–448. https://doi.org/10.1080/15391523.2006.10782468
  • Sujannah, W. D., Cahyono, B. Y., & Astuti, U. P. (2019). Effect of blended learning using Google Classroom on writing ability of EFL students. Teaching English with Technology, 20(2), 82–97.
  • Şener, B., Sağlam Ertem, İ., & Meç, A. (2020). Online teaching experiences of ELT instructors. Journal of Educational Technology and Online Learning, 3(3), 340-362.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Serhat Güzel 0000-0001-8337-3862

Proje Numarası 2019/073
Yayımlanma Tarihi 31 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1

Kaynak Göster

APA Güzel, S. (2023). Gamified lesson plan development with ELT pre-service teachers: A gamified google classroom experience. Journal of Educational Technology and Online Learning, 6(1), 202-220. https://doi.org/10.31681/jetol.1158404

Cited By

The effects of gamified instructional material on learners’ perceived motivation and academic achievement
Journal of Educational Technology and Online Learning
https://doi.org/10.31681/jetol.1353075
 Kapak Resmi İndir


22029

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