Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Full draft_Cong Li.pdf (2.67 MB)

ETD Abstract Container

Abstract Header

Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language

Li, Cong
http://orcid.org/0000-0002-4323-0581
http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305

Abstract Details

2018, Doctor of Philosophy, Ohio State University, East Asian Languages and Literatures.
Gamification is an increasingly popular strategy applied to many aspects of our lives to optimize our experiences—including language learning. However, current educational applications of gamification are mostly directed to the surface level. There, people try to motivate learners by piling up various game elements. Although game elements can enhance short-term motivation, they are not effective in sustaining the motivation of adult learners if not appropriately integrated into the curriculum. The chapters in this dissertation discuss the fundamentals of applying gamification to the context of foreign language learning with a focus on Chinese as a Foreign Language (CFL) programs in post-secondary institutions. Chapter one revisits the concept of game because it requires a clear understanding of the connection between learning a language and playing a game to determine which game elements can synergize with CFL programs to optimize the learning process. The definition of gamification and noteworthy problems of CFL programs are also addressed in Chapter one. Chapter two to Chapter five each focuses on one problem, respectively. Chapter two discusses the relationship between language, culture, and game. The concept of game is viewed as a psychological reality that organizes human behaviors, because we attach different value or meaning to the same behavior in different games. Therefore, we can conceptualize the action of using language as recognizing the game being played and playing by its rules, which should be the core content of CFL programs. Chapter three focuses on the program goals and proposes to attach more importance to encouraging learners to pursue their individual goals, provided program directors expect to increase learners who can reach advanced levels. Chapter four explores how emotions can be elicited to enhance the learning experience based on examples from electronic games where emotion has been demonstrated to be an influential factor in the formation of memory. Chapter five revisits the challenges arising from the discussion in previous chapters and uses two sample designs to illustrate how gamified learning tools can help overcome challenges. The last section of Chapter five touches upon the learning environment and visualizes how the technology of virtual reality (VR) can be exploited to build a second-language learning environment for CFL programs.
Galal Walker (Advisor)
Mari Noda (Committee Member)
Charles Quinn (Committee Member)
223 p.
Foreign Language; Pedagogy
gamification, games, Chinese as a foreign language, design

Recommended Citations

Citations

  • Li, C. (2018). Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305

    APA Style (7th edition)

  • Li, Cong. Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language. 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.

    MLA Style (8th edition)

  • Li, Cong. "Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305

    Chicago Manual of Style (17th edition)

osu1534728851596305
3,271
© 2018, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.