This document summarizes the findings of an action research project that aimed to increase language fluency in high school world language classes through gamification. The researcher found that 89% of students surveyed felt more motivated to speak the target language during gamified classroom activities. Focus groups and interviews showed that students felt more comfortable speaking in small, same-level groups and were motivated by the competitive and fun nature of games. Going forward, the researcher plans to continue implementing gamification, provide more authentic language tasks through blended learning, and personalize learning through flexible grouping.

1. Gamification in Hawaiian World
Languages
Action Research Findings & Next Steps
Emily Simeona

2. Why Gamify?

4. Action Research Purpose
● The purpose of this action research is to increase levels of fluency within my
high school upper level world language classes
Other Desired Outcomes
● Personalized Learning
● 21st Century Skills
● Decrease Cheating
● Standards Based
● Blended Learning

5. Blended Learning

6. Problem Statement
Students are not motivated to communicate in the target language (TL) although:
● Students have completed three or more years of the TL
● Students can demonstrate reading comprehension in the TL
● Students can demonstrate listening comprehension in the TL

7. Research Questions
1. Will the use of curriculum gamification elements help improve my
eleventh-grade world language students’ motivation to communicate
authentically in class within the TL?
2. Will gamifying the curriculum have the same effect in an attempt to get my
students to think and speak in the TL?
3. Will students be more motivated to use the TL if it means that their learning
group will advance a level or unlock a curriculum unit in order to receive a
prize as they compete with other groups?

8. Literature Review
● Previous authors have identified the advantages of the use of gamification
within the classroom in general and as it applies to second language learning
● These advantages include increased motivation and engagement seen in
students and an increase in the use of the target language by students

9. Survey Data
● 89% of all students surveyed answered yes when asked if gamification
elements helped to increase their motivation to speak in the target language

10. Focus Group Observation Data
● Students were relaxed
● Students were having fun
● Students were engaged
● Students were taking risks to communicate in the TL
● Students were in small groups
● Students understood that they would not be graded for grammar mistakes
● Students were competitive in order to win the game

11. Interview Data Themes
● Students felt more comfortable within small groups of same fluency level
peers
● Students felt motivated by the game as long as the required sentence
patterns were not newly learned patterns
● Students felt that having fun and being competitive motivated them to engage
and communicate in the TL

12. Conclusion
● 89% of all students surveyed indicated feeling motivated to speak in the TL
within classroom gamification activities
● Task based language activities can be fun, engaging, competitive and
motivational
● Students prefer to speak the target language among peers of the same
fluency level within small groups
● Students prefer to speak in a non judgemental environment

13. Inspiration & Motivation to level up throughout
curriculum

14. Task Example: Create and Explain Info Graphic

15. Next Steps
● Continue to implement gamification elements into curriculum
● Continue to provide task based language learning opportunities
● Seek new ways to engage learners through flexible grouping and
personalized learning
● Seek new ways to provide authentic language tasks within a blended learning
model
● Utilize the flex rotation model to spend more individualized time with each
learner

16. How To Personalize Learning via Gamification

18. Adaptation of Roles Within Personalized Learning

19. Where to begin?
● Readiness
● Interest
● Learner Profile
● Place Based
● School Themes
● Class Themes
● Assessments
● Rubrics

20. How do students benefit?
1. Give students a voice in assessments & assignments
2. Give specific, positive, actionable feedback to students using their preferred
method of communication (video, audio or text).
3. Use beginning big questions or exit slips to gauge student understanding
4. Identify students who are struggling to meet learning objectives and assign
students activities for reinforcement.
5. Encourage students to create rather than just consume by empowering them
to develop portions of a lesson, surveys, or even a test!
6. Personalize who has access to which assignments based on student needs by
using groups and permissions in your learning platform

21. The Gamification Process

22. Gamification Terms

23. References
Figueroa-Flores, J. F. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 27 (1), 32-54.
Furdu, I., Tomozei, C., & Köse, U. (2017). Pros and Cons Gamification and Gaming in Classroom. BRAIN: Broad Research In Artificial
Intelligence & Neuroscience, 8(2), 56-62.
Ibrahim, K. (2017). The Impact of Ecological Factors on Game-Based L2 Practice and Learning. Foreign Language Annals, 50(3),
533-546. doi:10.1111/flan.12278