1. ■ Second-language acquisition (SLA) is the learning of an
additional language. There is abundant user interest in SLA
for access to global markets, and to foster constructive
international relations.1
■ The SLA process is typically difficult and unsuccessful for
the majority of learners. Current language learning resources
are too focused on classroom settings which are not
adequate.2
■ There is a great need to develop effective learning tools for
SLA. Online courses have been shown to benefit from
gamification techniques.3
■ Purpose: To conduct a requirements analysis, create a low-
fidelity prototype, and gain user feedback, commencing an
iterative design process.
Introduction
Prototyping Gamified Application Intended for Second Language Acquisition
Gurpreet Kamboj1
, Vinoth Michael Xavier2
, Lily Ye1
, Winnie Chen2
, Wayne Giang2
1
Translational Research Program, University of Toronto; 2
Knowledge Media Design Institute, Faculty of Information, University of Toronto
Data Collection
Ethnographer: Observe body language, ease of navigation,
feedback, number of attempts/success/failures, time to
complete the task
Interview: Semi-structured interview format
Questionnaire: 12 questions adapted from the Post-Study
System Usability Questionnaire (PSSUQ); 5-point Likert-type
questions
Reaction Word List: Pick 5 words to describe the game
experience
Data Analysis
Qualitative Data: Derive themes and keywords. Identify key
weaknesses, issues, and strengths
Quantitative Data: Calculate success rates, error rates, PSSUQ
questionnaire ratings, task times
Study Design: Iterative, low-fidelity prototyping
Game: Players arrive in a francophone city and participate in
language-oriented, commonplace activities in order to acquire a
working knowledge of French.
App-based game:
■ Narrative progression;
Real-life scenario11
■ Quests (player goals)
■ Rewards (currency,
experience points)
■ Positive feedback
■ Optimal challenge
Study sample population:
■ 8 participants; novice language level (18+)
■ University of Toronto: volunteers
Researchers: Moderator, Ethnographer, and Technician
6 Pre-defined tasks are:
1. Account creation; log-in info, personalize avatar
2. Activity #1: word-image matching
3. Story/context (read the conversation)
4. Activity #2: listening comprehension
5. Use of virtual currency to personalize avatars/homes
6. Overview of progress (activities completed, levels achieved)
Method Data Collection & Analysis
1.Ellis R (1994) The study of second language acquisition. Oxford: Oxford University Press.
2.Birdsong D (2006) Age and second language acquisition and processing: a selective overview. Language Learning 56: 9-49.
3.Osipov IV, Volinsky AA, Nikulchev E, Prasikova AY (2015) Study of gamification effectiveness in online e-learning systems. International Journal of Advanced Computer Science Applications 6: 71-77.
4.DeKeyser RM (2000) The robustness of critical period effects in second language acquisition. Studies In Second Language Acquisition 22: 499-533.
5.Johnson JS, Newport EL (1989) Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language. Cognitive psychology 21: 60-99.
6.Schumann JH (1986) Research on the acculturation model for second language acquisition. Journal of Multilingual & Multicultural Development 7: 379-392.
7.Csikszentmihalyi M (1997) Finding flow: the psychology of engagement with everyday life. Basic Books.
8.Simons J, Vansteenkiste M, Lens W, Lacante M (2004) Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review 16: 121-139.
9.Muntean CI (2011) Raising engagement in e-learning through gamification. In Proc 6th International Conference on Virtual Learning ICVL: 323-329.
10.Hamari J, Koivisto J, Sarsa H. (2014) Does gamification work? A literature review of empirical studies on gamification. In System Sciences (HICSS) 47th Hawaii International Conference: 3025-3034.
11.Kapp KM (2012) The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Literature Review
■ Due to low number of participants, selection bias may occur.
■ Low-fidelity paper prototype design: challenging to capture all
the interaction and navigation detail. Higher fidelity prototype
allows more navigation, interaction, and more comprehensive
user experience analysis.
■ Balance needs to be achieved between adequate detail and
number of papers for navigation and presentation with the
simplicity and intuitiveness for user experience.
■ Interview challenges: avoiding leading questions, too many
closed-ended question, and asking multiple questions
simultaneously.
■ It is crucial to develop clear objectives for the analysis of the
extensive amount of quantitative data.
■ Future steps: development of higher fidelity prototypes, final
production creation, and experiment study comparing SLA
between classroom and the application.
Discussion
Second Language Acquisition:
■ Success depends on: variety, frequency, and longer duration
of exposure and use.4
■ 80% of adults fail: due to a lack of any of the above, high
stress and anxiety5
, and inconsistent levels of motivation.6
Fostering Engagement:
■ Engagement entails higher levels of attention, motivation,
confidence, and frequency of participation.7,8
■ Gamification increases the level of user engagement.9
Effects of Gamification:
■ Facilitates user achievement, enjoyment, reinforcement,
confidence.10
■ Important aspects: relevance, goals, reward, feedback,
visualization/aesthetics, optimal challenge.11
References
Moderator greets the participant and introduces the task
The participant carries out the task; technician changes the
screens; ethnographer observes and records
After completing all the tasks, participant gives feedback, and
completes interview, questionnaire, and reaction word list
WORLDVIEW:
RESEARCH QUESTION:
What can user experience testing of gamified SLA
applications at the preliminary prototype phase contribute
towards the development of a design trajectory for higher-
fidelity prototypes?
Pragmatism
Post-Positivism
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