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Story-Telling, Gamification, and Videogames: A Case Study to Teach English as a Second Language

Story-Telling, Gamification, and Videogames: A Case Study to Teach English as a Second Language

Veronica Membrive, Madalina Armie
Copyright: © 2020 |Pages: 20
ISBN13: 9781799846703|ISBN10: 1799846709|ISBN13 Softcover: 9781799851448|EISBN13: 9781799846710
DOI: 10.4018/978-1-7998-4670-3.ch007
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MLA

Membrive, Veronica, and Madalina Armie. "Story-Telling, Gamification, and Videogames: A Case Study to Teach English as a Second Language." Using Literature to Teach English as a Second Language, edited by Veronica Membrive and Madalina Armie, IGI Global, 2020, pp. 122-141. https://doi.org/10.4018/978-1-7998-4670-3.ch007

APA

Membrive, V. & Armie, M. (2020). Story-Telling, Gamification, and Videogames: A Case Study to Teach English as a Second Language. In V. Membrive & M. Armie (Eds.), Using Literature to Teach English as a Second Language (pp. 122-141). IGI Global. https://doi.org/10.4018/978-1-7998-4670-3.ch007

Chicago

Membrive, Veronica, and Madalina Armie. "Story-Telling, Gamification, and Videogames: A Case Study to Teach English as a Second Language." In Using Literature to Teach English as a Second Language, edited by Veronica Membrive and Madalina Armie, 122-141. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4670-3.ch007

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Abstract

The educational use of gamification in class has been widely explored by research. Theorizations establish a direct relationship between gamification and higher levels of motivation and engagement of students regardless of their educational levels. When teaching English as a second language, gamification becomes a key factor to provide dynamism to lessons and to foster the consolidation of the content taught in class. Moreover, gamification not only promotes the assimilation of vocabulary and grammar, but also the improvement of oral and written comprehension and production. The extensive use of new technologies in class has proved to be very useful for the implementation of the methodology on gamification. One of the tools that has attracted the attention of educators recently is Classcraft, an online virtual game based on digital storytelling. This chapter aims at explaining and assessing the use of Classcraft as a successful technology-based collaborative learning tool in a course on English as a second language at the university level.

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