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Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

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Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

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Nombre: Azzouz;Gutiérrez-Colón ...
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dc.contributor.author Azzouz Boudadi, Nadia es_ES
dc.contributor.author Gutiérrez-Colón, Mar es_ES
dc.date.accessioned 2020-06-16T09:54:10Z
dc.date.available 2020-06-16T09:54:10Z
dc.date.issued 2020-03-31
dc.identifier.issn 1695-2618
dc.identifier.uri http://hdl.handle.net/10251/146453
dc.description.abstract [EN] This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68  papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes.  es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof The EuroCALL Review es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Gamification es_ES
dc.subject Second Language Acquisition (SLA) es_ES
dc.subject Computer-Assisted Language Learning (CALL) es_ES
dc.subject Motivation es_ES
dc.subject Learning achievement es_ES
dc.title Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019 es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/eurocall.2020.12974
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Azzouz Boudadi, N.; Gutiérrez-Colón, M. (2020). Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019. The EuroCALL Review. 28(1):40-56. https://doi.org/10.4995/eurocall.2020.12974 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2020.12974 es_ES
dc.description.upvformatpinicio 40 es_ES
dc.description.upvformatpfin 56 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 28 es_ES
dc.description.issue 1 es_ES
dc.relation.pasarela OJS\12974 es_ES
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