Abstract
In this chapter, the authors discuss the Newby Chinese game-based learning (GBL) platform for group-based teaching of beginners Mandarin Chinese as a second language. Details are provided on the design of games within the platform, the pedagogical theories which they support, and the ways that theories of fun and teaching intersect to produce an effective learning experience which students actually enjoy. While aspects of the games within the platform have been designed to specifically support modern Chinese-learning pedagogy, the approaches taken and lessons learned should be useful for a range of GBL content. Newby Chinese has been used by thousands of students over the last three years, and its continued development has been informed by this practical experience.
TopBackground
Gamification
Gamification is the use of game elements and design techniques in non-game contexts; it seeks to promote both intrinsic and extrinsic motivation in the task at hand, through concepts such as scores, leaderboards, and badges (Werbach & Hunter, 2012). Intrinsic motivation refers to internal motivation: the desire to improve on your own previous attempts; extrinsic motivation refers to external motivation: the desire to out-perform other people and to have your achievements visible to them (Werbach & Hunter, 2012). While the term “gamification” was coined in 2002, its use in education first started to appear in the literature in 2011 (Caponetto at al., 2014). It has been well established that the gamification of education is gaining support among educators who recognize that effectively designed games can stimulate large gains in productivity and creativity among learners (Johnson at al., 2014).
While gamification focuses explicitly on rewards and goals, it does not focus specifically on other sources of fun. While it may provide the internal and the extrinsic motivation discussed above (which suits some personality types – e.g. Bartle achievers or killers; Bartle, 1996), it does little to leverage the power of social pressure and cooperation (which much better suits Bartle socialisers). A wider definition of GBL requires that play and learning activities are intimately linked; that games are designed to incorporate learning activities within them – as opposed to using game techniques in non-game contexts.
Key Terms in this Chapter
Game-Based Learning (GBL): A learning strategy focused on achieving the particular objectives of given educational content through game play ( Kim et al., 2009 ).
Gamification: The use of game elements and design techniques in non-game contexts.
CSL: (Learning) Chinese as a second language.
Collaborative Learning: A social interaction that involves a community of learners and teachers who acquire knowledge while sharing a common experience ( Sumtsova et al., 2018 ).
Flow: A theory of engagement which describes a state of deep concentration while the participant(s) in an activity are in a creative and rewarding state of mind.
Pinyin: A system of Romanization of the Chinese written language, allowing characters to be spelled out phonetically using the Roman alphabet.
Collaborative Game-Based Learning (CFBL): A method of Game Based Learning (GBL) where learners and teachers share a socially integrated learning experience.
Co-Located Group Learning: A socially integrated learning experience where participants are physically located together and may therefore interact directly, see each other’s expressions and gestures, and communicate more effectively ( Bricker et al., 1995 ).