The Gamified Classroom: "It has been different, because we know what we are talking about"

Abstract

Video games and gaming is part of a large popular culture that many pupils today are engaged in on a daily basis. This is, however, something that educators have had little success in exploiting for educational benefits. This study aims to explore how a gamified classroom can improve the oral activity of pupils of English teaching in lower secondary school. Implementing principles and mechanics of games into classroom teaching activity creates the gamified classroom, which is the setting for the research project. This study focuses on these principles and mechanics, and how they can be beneficial for the oral activity of pupils.

In the process of creating a gamified classroom, I designed a teaching scheme that facilitated a game in the classroom that the pupils were participating in. The game was designed on the basis of common principles and mechanics from games. Its tasks and problems were solved using oral language production. While the game was played, data was collected using logs that the pupil will write at the end of each lesson. Additionally, group interviews were conducted after all the lessons had been concluded.

The study shows that the gamified classroom can improve oral activity in pupils by facilitating active, extensive, creative and spontaneous use of the English language. The language that was used was situated within an authentic context where the pupils were encouraged to use their language for meaningful communication and problem solving. However, it is unclear whether the gamified classroom is a teaching tool that can be beneficial for all pupils.