Using language games to motivate teaching among students in Colleges of Education in Ghana: A comparative study
DOI:
https://doi.org/10.58256/ects.v3i1.841Abstract
Gamification has been proposed as a way to make teaching and learning more engaging for students. Despite numerous research on the influence of gamification on learning, few empirical studies have attempted to use the concept in the teaching and learning of languages. This study investigated the effectiveness of gamification in the study of languages among students in colleges of education in Ghana. The study was conducted using the "Appiahene Gamification Model" (AGM). Using a sample of sixty (60) students, this study looked into the effects of incorporating gamification into language learning. The learners were randomly divided into two groups: an experimental group of thirty (30) students and a control group of thirty (30) learners. The results revealed that using gamification to improve students' writing and speaking of various languages had a positive influence on them. It was also shown that students who utilized gamification to help their learning in languages performed better on average than those who did not. The study suggested Gamification application would have implications for a wide range of teaching and learning scenarios, as well as opportunities for additional investigation. The research concept and findings can be utilized to provide recommendations for the design of gameful education in different fields of study.
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Copyright (c) 2022 Adu David Tuffour, Joseph Akossah, Sophia Efua Cobbinah, Isaac Oduro, Jerome Nketsiah
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