TICE

Blended learning and the effect of gamification to engage EFL students

Dulce Brenda Méndez Rojas *
Dafne Alejandrina Pérez García **
Universidad Veracruzana

Resumen La situación de salud global ha demando a los maestros a encontrar alternativas a las clases presenciales; un ejemplo es blended learning. Se realizó una investigación durante un semestre con dos grupos de inglés básico (A2-) en un Centro de Idiomas. Las investigadoras encontraron la falta de compromiso en los estudiantes de idiomas debido a la nueva forma de enseñanza y aprendizaje. Por lo tanto, se utilizó la gamificación en las sesiones sincrónicas para ayudar a los estudiantes a comprometerse en su aprendizaje. Además, emplearon observación de clase y aplicaron dos cuestionarios (uno para conocer el nivel de compromiso y el segundo para comprobar la eficacia de las actividades de gamificación empleadas). Además, diseñaron e implementaron actividades de gamificación. Los resultados sugieren que el compromiso en estudiantes de inglés como lengua extranjera ocurre cuando se utiliza la gamificación en sesiones de blended learning; también promueve la retroalimentación, interacción, aprendizaje independiente e incrementa las habilidades oral y escrita de los estudiantes.

Summary The current global health situation has forced teachers to utilize alternatives to face to face classes, one of which is blended learning. This research was conducted with two Basic English (A2-) groups at a language center during one semester. The researchers noticed a lack of learner engagement because of the new type of teaching and learning. Therefore, gamification was used in synchronous and asynchronous sessions to enhance learner engagement. Data was recorded through a class observation and the application of two questionnaires (one to know the level of learner engagement and a second one to prove the efficacy of the gamification activities). A series of gamification activities were designed and implemented throughout the course. The results suggest that learner engagement in EFL classes occurs when using gamification in a blended learning course; gamification also promotes feedback, interaction, and independent learning, and can improve students’ speaking and writing skills.

Palabras clave compromiso, gamificación, blended learning, proceso de aprendizaje, motivación, sesiones sincrónicas.

Keywords learner engagement, gamification, blended learning, learning process, motivation.

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Introduction

The current global health situation has forced teachers to utilize alternatives to face to face classes, one of which is blended learning, although most teachers have little to no experience with it. Blended learning is a mix of in-person teaching and online content, which implies that students do not invest as much time sitting as in a normal class (Lewis and Parsad, 2008 in Dziuban, Graham, et al, 2018). This research was conducted to enhance engagement since the researchers had noticed a lack of learner engagement in some language learners due to this new type of teaching and learning. Engagement increases motivation in the learning process when it is related to the things that students are enthusiastic about and are significant to them (Oga-Baldwin, 2019). This study was carried out in two Basic English groups in the Language Center Orizaba, which is part of the Universidad Veracruzana. There were 31 participants between 16 and 35 years old. The study took place from February to July 2020 (one semester). The researchers implemented gamification activities to increase the level of learner engagement.

The aim of this research was to increase engagement and change students’ perceptions and attitudes towards blended learning classes by using gamification activities during synchronic sessions.

1. Justification

Nowadays, institutions face challenges related to motivation and engagement. Gamification or game-based learning is a way of incorporating games into non-game settings by practicing the language thru ludic activities in order to promote engagement in the classroom.

I. Context of the research

The Universidad Veracruzana is a public university in Veracruz; it has language centers that offer courses to students enrolled in a bachelor’s degree program or to anyone who is interested in learning a language. It offers a course for learning English, which consists of 9 levels. This study was done in two Basic English groups with 31 students, who were not currently enrolled in a bachelor’s degree, from 16 to 35 years old.

The main aim of this study was to change students’ perceptions and attitudes towards blended learning courses by using gamification activities in synchronous and asynchronous sessions. The following research question was formulated:

Research question: How can the use of gamification activities in synchronous and asynchronous sessions change students’ perceptions and attitudes towards blended learning courses?

II. Literature review

Effective language learning involves learning objectives and tasks that require learner engagement (Zhang, 2020). Engagement increases motivation in the learning process when it is related to the things that students are enthusiastic about and are significant to them (Oga-Baldwin, 2019). The more opportunities students have for using and learning a language the more committed they tend to be. This engagement can be achieved by a topic, a person, a situation, an activity, or a task (Hiver, Al-Hoorie & Mercer, 2020). Students’ motivation is a factor that influences the learning process and its progress (Banditvilai, 2016). When student’s expectations (goals, previous learning experiences, and needs) are not considered, students feel demotivated, and it affects their behavior and performance (Bordia, Wales, Pittam y Gallois, 2006).

Blended learning is a mix of teacher-led instruction and online content, which implies that students do not invest as much time sitting as in a traditional classroom setting (Lewis and Parsad, 2008 in Dziuban, Graham, et al, 2018). Blended learning demands that teachers learn how to use digital resources in communication technologies (Dziuban, Graham, Moskal, et al, 2018), and as a result, it increases the probability of students’ success and satisfaction (Dziuban and Moskal 2011; Dziuban et al. 2011).

Gamification is used to develop students’ motivation and engagement through the use of academic games. It helps in the learning process, students’ creativity, perception, behavior, immersion, and participation by using integrative activities (Caponetto et al, 2014; Dichev & Dicheva, 2017). Games allow participants to experience failure that gives opportunities to learn something different every time they play, so eventually they can succeed (Lee & Hammer, 2011; Gee, 2008). There are three educational purposes for gamification: a) cognitive: playing games demands participants to follow a set of rules for discovering and experimenting; b) emotional: playing games causes a set of emotional experiences such as joy, frustration, enthusiasm, and self-worth (Lazzaro, 2004 and McGonigal, 2011 in Lee & Hammer, 2011); and c) social: playing games provides opportunities to play different roles which implies taking decisions according to their new identities (Squire, 2006 in Lee & Hammer, 2011; Gee, 2008). The elements of a game are divided into three categories: dynamics (game aspects to be considered when playing it), mechanics (engagement of the players by the process), and components (specific forms of mechanics and dynamics) (Webach & Hunter, 2012 in Cheong, Filippou, & Cheong, 2014). Gamification can increase motivation and engagement as well as encourage positive student attitudes when learning (Kiryakova et al, 2014), and it promotes interaction, engagement, opportunities for reflection, meaningful practice, and a positive attitude (Kapp, 2013). On one hand, gamification requires teachers to have more resources available to use in class and allow students to play them freely; on the other hand, when it becomes mandatory, it begins to lose its purpose (Klopfer, Osterweil & Salen, 2009).

III. Methodology

The current global educational situation is facing major problems related to engagement and motivation towards English lessons. Due to the global health situation, teachers are implementing alternatives to face to face classes. For that reason, blended learning is being used as an option in the teaching and learning of EFL around the world, and therefore, the decision to observe the results of two Basic English (A2-) groups was taken, since these two groups learned in a blending learning course with gamification activities, attempting to enhance engagement by changing their perceptions and attitudes towards learning English online. This study was conducted during one semester (February-July). Students had one month and a half of face-to-face classes; the rest of the course was taken online.

This study is an action research in which the researcher observes and identifies a problem in classes, and then decides on how to take action by using activities, strategies, or methodologies. The results are analyzed and reflected upon; finally, decisions are made on future changes to improve future results (Burns, 2019; McNiff, 2010). This research is a qualitative study because it is a social phenomenon that provides insights in a natural setting not controlled by the researcher, as Dörnyei (2007) and Burns (2019) mentioned. The data collected includes opinions, experiences, and feelings of the participants.

Data was collected through classroom observations and two questionnaires, one in the first session of online learning and one at the end of the semester. The objective of the first questionnaire was to know the level of engagement of the students, and the second questionnaire was focused on proving the efficacy of the gamification techniques. The instruments used were questionnaire 1, questionnaire 2, and classroom observations. Questionnaire 1 had 15 questions with a Likert scale; it was used to collect data related to students’ engagement in the English lessons. Questionnaire 2 had 10 questions with a Likert scale and 4 open questions in order to measure the efficacy of the gamification techniques to change students’ perceptions and attitudes towards the online classes. The results obtained with the two questionnaires and the classroom observations were triangulated to guarantee reliability and validity (Dawson, 2007).

This study was carried out by two teachers, with classes at the same proficiency level. Each group was Basic English (A2-) in a language Center that belongs to the Universidad Veracruzana. Each teacher designed and implemented similar activities during the semester, and each of them applied the same questionnaires at the beginning of the online sessions and at the end of the course as well as classroom observations. One teacher used the platform “Zoom”, while the other used “Google Meet”.

The study took place from February to July 2020. It was conducted at the Language Center Orizaba, which is part of the Universidad Veracruzana. It is a group offered to the general public. Two Basic English groups participated in this study, in one group, only 15 students participated, and in the other one 16. Originally, in one group, there were 25 students and in the other one 22, but only 80% of them finished the course. In total, there were 20 female and 11 male participants, from 16 to 35 years old, divided into two Basic English groups in the Language Center Orizaba. They were between the ages of 16 and 35 years old. Some of them were students, housewives, or professionals from different fields.

The following gamification activities were designed for the two Basic English (A2-) groups: four interactive quizzes, four videos with interactive questions, six pronunciation challenges, four random wheels, two missing word games, and two game show quizzes, using the Kahoot platform, Wordwall website, and the WhatsAPP Messenger.

Interactive quizzes:

The interactive quizzes were designed by using the Kahoot platform; each quiz was sent to the students through a code or a link. Students could answer the quiz either with a computer or a cell phone during the classes or after classes; the teacher, who used the quizzes during the classes, had the necessity to share the screen for those who used a cell phone.

Interactive videos:

The videos with interactive questions were used to work on pronunciation, spelling, writing, and listening comprehension. First, the teacher gave instructions to the students before watching the video; then, the teacher presented videos related to a previously seen class topic; later, students answered the questions; finally, as a whole group, students shared the answers and the teacher provided feedback.

Pronunciation challenges:

The pronunciation challenge is an activity that helps students to improve pronunciation by using tongue twisters or repeating vocabulary in a certain order. Tongue twisters were sent in a PDF file and a MP3 file, containing audio files with the correct pronunciation; students had to repeat them several times until they finally recorded it and sent it to the WhatsApp group. The second pronunciation challenge was with the vocabulary learned in one of the class topics; the teacher pronounced the vocabulary a number of times to the students in class, and the students practiced with the microphone off. At the end of the class, the teacher recorded the correct pronunciation of the vocabulary and sent it to the students; students had to practice pronouncing the words until they said the correct pronunciation. In the following class, students were randomly asked to say the words that they remembered.

Random wheels:

The random wheel had words or questions. The teacher shared the screen, displaying the random wheels. The teacher spun the wheel and students decided when to stop it. Once it was stopped, one student had to answer the question, say the verb in a different tense, or say a sentence using that word. When the random wheel had questions, students had to answer it in affirmative or negative.

Missing word games:

The missing word game was used with vocabulary and grammar structures. Students were divided into teams; each team had to complete the missing word by choosing a letter from a set of letters. If they chose a wrong letter, it was considered a mistake. If they made more mistakes than those allowed, they lost, and another team had the opportunity to complete the word.

Game show quizzes:

The game show quizzes were PowerPoint presentations designed by the teacher to be used with the class topics and vocabulary. Students were divided in groups or volunteered to participate individually. Each of the quizzes were worth points, from 100 to 500. Students had to select the question according to the score they had. If they answered it correctly, they won the points; but if they answered incorrectly, a different team had the opportunity to steal the points.

IV. Findings

The results from students’ answers in questionnaire 1 and questionnaire 2 were analyzed, and then, those results were triangulated with the data obtained in the classroom observations. Qualitative data was categorized according to the different topics that emerged in the questionnaires and classroom observations (Burns, 2003; Silverman, 2006). Research findings are shown in table 4.1 named results of the intervention.

Table 4.1. Results of the intervention.

Table 4.2 shows students’ perceptions towards blended learning classes.

Table 4.2. Students’ perceptions towards blended learning classes.

Results in the questionnaires indicate that students enjoyed face-to-face classes 30% more. At the beginning of the online classes, blended learning classes were considered interesting by only 32% of the participants while face-to-face classes were considered interesting by 100% of the participants.  During the first six weeks of classes, a number of students took notes during their lessons, but it decreased from 90.3% to 77.5% during blended learning lessons. Students were asked to determine how easy it was to learn for them during the two types of classes, and the results showed that 83% of the participants had a favorable perception of their learning ability in face-to-face classes, but it dropped to 16.1% of participants in blending learning lessons. Students thought that the class design for face-to-face classes was better with 96.8% of participants agreeing. The class design for blended learning lessons was significantly lower at 32.2%. They also answered that face-to-face classes were more attractive (100%) than blended learning classes (32.2%). The interest that students showed was higher in the traditional type of classes (90.3%). When students participated in classes, they felt more confident during face-to-face classes (87.09%) than they did in blended learning classes (32.2%). Learning a language requires language teachers to include time for oral practice in classes. Students’ participation in oral practice went from 93.5% in face-to-face classes to 32.2% in blended learning. Students mentioned that their effort was also affected by the type of classes; it was 93.5% in face-to-face classes but 48.38% in blended learning classes. Students tended to review their notes before classes in face-to-face lessons (71%), but time spent on reviewing notes was reduced in the blended learning course (22.6%). Students enjoyed doing homework more in face-to-face classes (74.2%) than in blended learning classes (58%). Asking questions and expressing doubts was an activity that the researchers and the students did during both types of classes, time was dedicated in each class to clarification. Results showed that the type of activities they liked in face-to-face classes were ludic activities to practice speaking, grammar, and vocabulary; in blended learning classes, the activities they liked were oral and written projects and exercises related to the class topics.

The results showed that students considered that the platforms used for the blended learning classes were easy-to-use and that most of them did not have the necessity to use video tutorials. Some of them needed the help of tutorials and explanations from the teacher or other students. Some students did not have the access to the technology used for the blended learning classes.

V. Discussion

To sum up, the problems in these two Basic English (A2-) groups in the Language Center Orizaba were a lack of engagement. Once students started with this new type of online class, students did not participate as they had previously participated during face-to-face classes. Students did not take notes as they had taken before, fewer students were completing homework assignments, and students’ attendance had decreased. In addition, students’ participation in oral activities diminished. Interestingly, in face-to-face classes, students’ participation was perceived to be voluntary, but in blended learning classes, students’ participation seemed to be an obligation. Most of these issues are somehow related to or caused by this new type of online class.

Findings suggested that student’s enjoyment of the class decreased due the different types of activities used in face-to-face classes and blended learning classes. This could have been because of the low levels of interaction between them, the teacher, and classmates. This reason could be related to the fact that a number of students expressed that blended learning activities were not attractive at the beginning of blended learning classes. It is important to mention that the teachers’ lack of experience using technology forced them to use the same strategies they had become accustomed to using during face-to-face classes than in blended learning classes, which more than likely led to an absence of commitment.

Based on the findings of this study, the class design was a major factor that affected students’ interest in the class. This could be a result of how the classes were planned at the beginning of the online classes. As teachers did not have enough experience regarding the use of technology and blended learning classes, they planned their lessons similar to those in face-to-face classes. Moreover, teachers’ lack of use of technology could have had an influence on students’ engagement due to the fact that the interactive activities were not effective or suitable at that time. It is important to mention that technology encourages students to be independent, be engaged, feel motivated by doing the assigned activities (Banditvilai, 2016), but students were not used to working online.

Results suggest that students’ confidence during classes was affected as part of their lack of oral practice. This could have been the reason for not having confidence when asking questions during the class to clarify their doubts in spite of the fact that in face-to-face and blended learning classes students had the opportunity to ask for clarification.

During the first online sessions, teacher talking time was overused, and that’s why students did not have enough oral practice. This might be the reason for not feeling the need to make an effort to use the language in class.

Before the implementation of gamification activities, students mentioned that the type of activities they liked changed from one type of class to the other; when having face-to-face classes they liked ludic activities to practice speaking, grammar, and vocabulary; however, when taking online classes they preferred oral and written projects and exercises related to the class topics. The reason might be that students needed to use the language but they did not feel motivated nor did they have the chance to do it during classes, since the teacher was talking most of the time, and as a result, it affected the students’ learning process and their progress in language learning (Banditvilai, 2016).

Regarding the use of technology, it was found that students did not have major issues related to the use of the Kahoot platform, Wordwall website, or WhatsAPP; therefore, they did not have the necessity of watching video tutorials, Also, not all of them had the access to technology.

One of the elements that caught the researchers’ attention was the fact that students did not take notes as frequently as they had been taking them during face-to-face classes. This might be related to the fact that they did not have the motivation or necessity to do it as technology lets people copy and paste the information in a file. Consequently, they did not review their notes before class because they did not have that information to review.  Moreover, they did not write down the explanations that the teachers gave in class, which then meant that they did not have the knowledge or tools to do their homework. As a result, students’ enjoyment of homework diminished.

According to students’ own perception about their learning ability, it decreased in the blended learning classes. This may be related to the type of activities implemented, students’ interest and confidence, the lack of oral practice, the limited use of technology, teacher talking time, and lack of motivation, which can easily explain the lack of engagement.

When gamification was not used in the blended learning classes, students did not find the lessons interesting, but after the implementation of gamification activities, more than half of the participants changed their perception and attitudes towards blended learning classes saying that they became interesting and interactive, and that gamification activities helped in their learning process (Caponetto et al, 2014; Dichev & Dicheva, 2017; Kapp, 2013; Kiryakova et al, 2014).

Conclusions

The main aim of this study was to change students’ perceptions and attitudes towards blended learning classes by using gamification activities during synchronous and asychronous sessions. Some of the findings were those expected by the researchers; nevertheless, some other factors had to be taken into account in the implementation.

Class design has an influence on students’ enjoyment of the class, their interest and confidence; consequently, teachers should plan their classes considering the student as the center of the learning process no matter if the classes are face-to-face or online. In addition, teachers should incorporate ludic activities to practice speaking, grammar, and vocabulary, not only during face-to-face classes, but in blended learning classes as well. On the other hand, oral and written projects and exercises related to the class topics should not be the core of blended learning classes for students.

In spite of the fact that the technology used in the blended learning classes are considered user-friendly, some students did not have regular access nor did they know how to fully use it. Technology problems have to be considered when planning lessons, as a few students had problems staying connected the entire session. It is recommendable to not only use basic teaching material such as books and PowerPoint presentations, but also to take advantage of the different Apps and online resources that are offered – in some cases the resources are free.

As gamification promotes motivation, participation, and interaction and makes classes more attractive, teachers should include this type of activities in their classes. Gamification also allows students to be committed to their learning process and encourages them to play meaningful roles in the activities planned by the teachers. By using gamification, students enhance their engagement during online classes, and teachers are able to change their perceptions and attitudes towards the online classes, by influencing a students’ perception of their learning ability. Consequently, blended learning classes turned out to be more interesting for students.

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* Dulce Brenda Méndez Rojas: Ingeniero Eléctrico por el Instituto Tecnológico de Orizaba, Maestra en la Enseñanza del Inglés como lengua extranjera por la Universidad Veracruzana, Maestra en Ciencias de la Educación y Comunicación y Doctora en Ciencias Jurídicas, Administrativas y de la Educación por la Universidad de las Naciones.

** Dafne Alejandrina Pérez García: Licenciada en Ciencias de la Educación por la Universidad del Valle de Orizaba. Maestra en la Enseñanza del Inglés como Lengua Extranjera por la Universidad Veracruzana. Docente de Inglés en la Universidad Veracruzana y Cecati 168 en Cd. Mendoza.