Abstract:

Numerous reports in Ireland have highlighted the need to address the national language skills’ shortage (e.g. 2015 National Skills Bulletin). At the same time, it is well established that students in Higher Education system have very diverse learning needs and that, as educators, we need to provide flexible learning opportunities (Department of Education and Skills, 2011). In terms of language learning, emerging digital technologies and game-based learning provide an opportunity to enhance the quality and delivery of language teaching (RIA, 2011). Research has also shown that a majority of students report not having enough support when transitioning from second to third level. Furthermore, language students often identify grammar as one of the three most challenging areas of learning a language (Farr and Murray, 2016).

The purpose of this study is to address the gap in knowledge about the use of game-based language learning and the impact of game narrative design on acquisition and motivation in our educational environment. Game based learning (GBL) is the use of computer games for education and implies a type of game play that has defined learning outcomes, as opposed to the playing of games purely for pleasure or entertainment (EdTech Review, 2013). Game-based learning is based on constructivist pedagogic principles, and is increasingly recognised as an effective tool for student engagement and learning. However, recent studies recognise that there is a lack of rigorous empirical research analysing either the efficacy of game-based learning in comparison with traditional teaching methods or whether the impact of game-based learning is maintained longitudinally (e.g. Perotta et al., 2013; All et al., 2016; Hainey et al., 2016; Petri & Von Wangenheim, 2017).

This research will use elements of game-based learning to develop an existing open educational resource (OER) for French grammar originally created in 2015 (www.frenchgrammartour.com). Designed to be engaging, interactive and easily accessible via mobile platforms, the current site follows a fictional character on his journey through the 'Tour de France'. The simple storyline brings the learner through the difficulties of the French language and seeks to provide an entertaining incentive to persevere on their learning journey.

The researcher will investigate the effects of gamification on the learners’ engagement, motivation and achievements. The research will seek to find out whether this learning environment appeals to students, enhances grammar acquisition, promotes self-directed language learning and fosters student engagement.

A mixed methods approach will be used which will initially consist of a small-scale survey of ITB students of French for Business (2nd to 4th year), followed by a series of focus groups. Participants will be stratified into categories of age. The findings of this research will be relevant nationally and internationally and may facilitate the continued enhancement of game-based language learning.

Keywords:

Gamification, game-based learning, branching narratives, language learning, education, motivation, action research, qualitative.