Gamification: How grand it is!

Hello everyone!

Despite the fact that at this point I should not be surprised at how much technology is being integrated into our society or education, I continue to be surprised by the way technology is used in classrooms. Personally, I wanted to employ the use of using computer games in a language learning environment in order to ease the tension that comes with learning a second language. As I intend to teach in South Korea, it is well known that East Asia is known for students' high stress levels due to pressure in passing college examinations. I feel that gamification can be used as a method of relaxation for students but also engaging and challenging that students will progress in language learning at a much quicker pace as opposed to fixed positioning and memorization. 

Gamification is a tool that educators may use for their students by taking elements of games and applying it into situations that would prove both beneficial and challenging for students. Gamification, although containing positives and negatives, is used to create an environment for students in which learning curriculum will become enjoyable as opposed to a bore. In terms of its application in language learning, gamification can act as a perfect model for language learners to follow. For example, the website Memrise is a language learning site in which students may choose any language to learn. From experience in learning Korean through the site and its use of gamification, my vocabulary has expanded through the enjoyable methods of the gamified site. The site is botanically themed, and with new vocabulary learns comes the sprouting of a plant. If left unattended (otherwise if left without any means of studying) the plant could die (along with the memory of the vocabulary word learned). Learners are awarded points that raise their level higher and higher, thus allowing them to progress into newer vocabulary words and creating a beautiful garden. If learners of the English language were to use this game, they would be able to enjoy themselves and simultaneously learn. 

However, I feel that Memrise itself does not fall under the category of casual games. With that, through Big Fish Games, I found the game Word Zen. 

Word Zen is somewhat like the game Scrabble or the mobile application Words With Friends; the gamer must make words in English and by the formation of words made, they will be awarded points. The more difficult the words or longer in letters, the higher the awarded points will be. I enjoyed this game a lot; with my Bachelor's Degree being in English I myself played it over five times for the simple enjoyment in word formation. 

In terms of objectives within a language learning environment, I would set it to be the following:

1. Word Zen can be used as a means of building students English vocabulary; as they will be allowed to use a dictionary as a reference.

2. Students can write down their words before submission in the game to be used later in sentence-making exercises. 

3. Students who write down difficult words and are awarded higher points in the games can be given extra credit or plus marks to be used later during examination periods. 

Although Word Zen can be used as a supplement for vocabulary expansion, in a beginner level course for L2 learners, it will prove useful. Students will become actively involved through the incentive of reward in playing Word Zen. The lack of pressure in the game itself will ease students into looking up longer words in dictionaries; in addition to the usage of their submitted words in sentences would allow for the teacher to continue the role of the facilitator in viewing the progress of vocabulary in each student. 

For beginner level courses, a walk through may be necessary. I would use a projector to the learners what would need to be done in order to complete the modes of difficulty in Word Zen. I would accompany the use of diagrams and images; using arrows and circles to highlight the letters within the game in order to map out how words may be formed. Obtaining the images would be through the use of print-screening on Windows Software in order to be able to draw out the diagrams and necessary pointers. I would also point out where the scoreboard would be and the assortment of letters included in the game. However, I feel for intermediate and generally more comfortable L2 learners, a walk through may not be necessary.  

As a teacher and overall facilitator, the student's submission of sentences featuring words made in the game would allow for me to view their progress. Through observation and grading of the learners' submission would I see their effort and progression. If there were to be any problems, they would be addressed promptly. 

I believe that the use of casual games or games that generally stimulate learning is necessary. Growing up with the use of educational games and some casual gaming was essential to my progression in expanding my vocabulary for my L1 and L2 learning. For L2 classrooms, these elements must be taken into consideration and implemented in order to create a fun but educational environment for the learners.