Ilhem Khadija Boudour / Jurnal Arbitrer - Vol.
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| Article Exploring the Perspectives of Middle School TeachersAo Towards Gamification in the EFL Context Ilhem Khadija Boudour1 University of Mostaganem.
Mostaganem.
Algeria
Submission Track
A B S T R A C T
Received: December 2, 2023 Final Revision: January 5, 2024 Accepted: January 6, 2024 Available Online: January 8, 2024 The current paper looks at investigating middle school teachersAo perspectives towards gamification in the EFL context in Algeria.
To this end, the study explores the potential of incorporating digital gamification in EFL teaching with a focus on teachersAo implementation of Gamification in the classroom context.
In order to gain a clearer understanding of the phenomenon, the researcher adopted qualitative research using a semistructured interview.
The participants were a total of 11 EFL teachers from various middle schools in Mostaganem Ae Algeria.
The interviewees were selected based on their use of digital technology and game-based teaching The collected data was thematically analyzed using MAXQDA software, employing a descriptive analysis approach.
After the analysis, the findings show that teachers frequently incorporate ICT-based and game-based lessons into their teaching practices.
Additionally, in accord with their responses, teachers have a clear notion of gamified teaching and learning.
However, they lack the necessary expertise to effectively implement gamification.
Being a novelty in the arena of language teaching, teachers call for training programs to enable them to effectively incorporate gamification in the EFL classroom.
As the study concludes, it provides a clear understanding of the teachersAo standpoint regarding gamification, their openness, and readiness to adopt modern teaching methods.
It also offers valuable insights into state-of-the-art teaching methods and paves the way for further considerations in gamified lesson design.
Keywords ICT.
Gamification, digital gamification.
Algerian EFL teachers.
MAXQDA Correspondence E-mail: khadiboudour@gmail.
INTRODUCTION
The education policy in Algeria encourages teachers to be more flexible in their teaching and to adapt methods and techniques that appeal to the 21st-century learner.
EFL teachers have different perspectives on gamification in general and mobile learning in particular.
Their perspectives depend on their awareness of these new concepts, as well as their mastery and experience.
Additionally, there is a considerable gap in the literature tackling gamification in the Algerian classroom.
Gamification techniques are still considered a novelty, but some of their elements, such as rewards, competition, and points, are already being used as extrinsic motivational factors to enhance learnersAo engagement and motivation.
As Prensky .
stated, one of the main challenges in formal DOI: https://doi.
org/10.
25077/ar.
education is maintaining studentsAo motivation to stay engaged in the learning process.
The 21st century learner is demanding.
Hence, why not keep up with the digital generation? Youngsters belonging to this generation consider computers as a second language, one that the older generation does not speak or master (Prensky, 2.
In the sphere of CALL (Computer-Assisted Language Learnin.
, technology is used as a tool to facilitate learning compared to traditional teaching methods (Zou, 2022.
Mirani, 2019.
Derakhshan, 2015.
Gamification, however, is much more than just a tool for fun.
it adds value to the teaching process that teachers are often unaware of.
Teachers still confound the implementation of digital technology, games or gamification.
Therefore, it is important to refer to playfulness, game-based learning, and Under License of Creative Commons Attributioni-Non Commercial 4.
0 International.
Ilhem Khadija Boudour / Jurnal Arbitrer - Vol.
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game mechanics.
Playfulness has long been introduced into the learning environment to enhance learnersAo cognitive, behavioral, affective, and sociocultural engagement (Plass.
Homer, & Kinzer, 2.
Play is the primary factor in both gamification and game-based learning.
But, is gamification a new concept? Gamification has roots that predate its actual application in education (Xezonaki, 2022.
Detering, et al 2.
define gamification as the utilization of game elements in contexts that are not related to games.
This is to boost usersAo performance, behavior, and engagement.
Gamification, as a term, first appeared in the 2000s and was initially used in industry (Groh, 2.
Unlike GBL, which is a playful activity with an educational purpose, gamification is characterized by the use of incentive Scholars did not settle on one definition of GBL.
According to Salen and Zimmerman .
, a game is Aua system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.
Ay Added to that is the notion of feedback, interaction, and emotion as mentioned by Kapp .
In other words, games elicit strong emotions and provide immediate, direct, and clear In addition.
Aua rule-based play with determined goalsAy (Groh, 2012, p.
In order to distinguish game-based learning from gamification, it is important to highlight their similarities and the common components they In her report Kronisch .
elaborates on a definition: Aoa game is any interactive activity that the persons engaging in it are experiencing as playfulAo.
Both GBL and gamification share the criteria of fun and enjoyment.
Both gamification and GBL are distinguishable in educational settings, yet they overlap and share game elements that create playfulness in a serious context, which is the classroom.
However, serious games are fully-fledged and made for non-entertainment Playfulness characterizes a learning atmosphere in which learners acquire knowledge through entertainment, giving rise to the term Auedutainment.
Ay Learning in a gamified environment has undeniable advantages.
This includes overcoming shyness, increasing self-confidence, involving all students in the class, and encouraging learners to engage in learning, discovery, critical thinking, and problem-solving.
As a result, it enhances self-esteem and promotes self-improvement (Cojocariua & Boghian, 2.
These are qualities most associated with gamification, and it is often criticized for some shortcomings, such as noise, content adaptation, and teacher control, among others.
In the same vein.
Gamified platforms not only improve usersAo experience in terms of engagement, motivation, and enjoyment but also teach facts and content in an environment characterized by teamwork and peer interaction (Owen & Licorish, 2.
A game is characterized by a goal to be achieved, limiting rules to reach the predefined goal, and feedback on the progress toward the goal.
(Sailer, et al, 2.
provide the components of a game: points, badges, leaderboards, performance graphs, meaningful stories, avatars, and teammates.
These components are integral parts of gamification and are referred to as game design elements, as explained by Detering et al.
in Table 1.
Since games can be played either individually or collectively, game mechanics can be classified into self-elements and social elements (Seaborn & Fels, 2.
The former encompasses points, badges, trophies, storylines, time restrictions.
Table 1.
Taxonomy of game design elements by (Detering, et al, 2.
Level Description Example Game interface design Common, successful interaction design components Badge, leaderboard, level and design solutions for a known problem in a context, including prototypical implementations Game design patterns and mechanics Game design principles and heuristics Game models Game design methods Commonly reoccurring parts of the design of a game that concern gameplay Evaluative guidelines to approach a design problem or analyze a given design solution Conceptual models of the components of games or game experience Game design-specific practices and processes Time constraints, limited resources.
Enduring play, clear goals, variety of game styles MDA.
challenge, fantasy, curiosity.
game design atoms.
CEGE
Playtesting, playcentric design, value conscious game design Ilhem Khadija Boudour / Jurnal Arbitrer - Vol.
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aesthetics, and virtual goods.
Whereas the latter include leaderboards, interactive cooperation, storyline, and virtual goods.
(Huang & Soman, 2.
provide an explanation of the fundamental concepts of gamification such as tracking mechanism, currency, level, rules as well as Game mechanics can be applied in a variety of ways depending on the context.
teacher may favour one mechanism or element over another taking into consideration the learnerAos learning style, needs conditions and the objective to be reached.
Moreover, a combination of these elements adds to the classroom environment and creates a culture typical to each class or lesson.
While previous research in the field of educational gamification put more emphasis on learners, little has been said about teachersAo attempts to gamify their classrooms and the challenges faced (Kabilan.
Annamalai, & Chuah, 2.
particularly in the Algerian middle school.
After all, all stakeholders should be given equal consideration in order to achieve quality results.
Hence, the present study is a breakthrough in educational technology since teachers are a focal participant in the process of knowledge transmission and teacher/ learner interaction.
A good understanding of teachers aspirations along with suitable artifacts will efficiently meet learnersAo needs.
The primary objective of this exploratory paper is to shed light on how Algerian middle school teachers perceive gamification as a new strategy in education and to evaluate their actual use of gamification and game mechanics in the teaching This will take into account their awareness, competence, and experience.
Eventually, we will be able to identify the challenges and concerns that teachers face when implementing gamificationbased lessons at the Algerian middle school level.
In this study, the main research question is: What are the perspectives of Algerian EFL teachers towards the implementation of gamification as a certified teaching/learning strategy? In this context, the aim of the study is to gather and analyse the EFL teachers regarding gamification.
While tackling their perspectives, the study offers more insights on their awareness, competence and experience vis-y-vis gamification.
The conceptual framework underpinning this study draws from the theoretical foundation of the TPACK model or the theory of Technological.
Pedagogical Content Knowledge framework (Koehler, et al, 2.
II.
METHODS
Data Collection The present qualitative research is exploratory in nature.
It utilizes a structured interview for data collection because this method is well-suited for exploring participantsAo opinions.
It also allows researchers to delve deeper into the information provided and seek clarification on answers.
The interview addresses three aspects: teachersAo awareness and competence in relation to new teaching methods, as well as their experience in implementing gamification, games, and game Eleven middle school EFL teachers participated in the interview to share their attitudes towards the use of gamification in education.
The interview was conducted either over the phone or through audio messages via messenger.
Two female participants chose the latter option because they felt more comfortable.
Participants Eleven middle school EFL teachers have agreed to participate in the interview.
Some of them participated on the phone because they were not in the city on the day of the interview.
Some were interviewed face to face.
The participants were randomly selected after completing a survey on Facebook to identify teachers who utilize ICTs in their teaching.
The survey was posted on three EFL teaching groups, where teachers were asked to choose the ICT tool that they mostly use in their teaching: either laptop/computer, data projector, or mobile applications.
The teachersAo ages range from 25 to 50 years old, and their years of teaching experience range from 5 to 25 years.
Data Analysis For the purpose of selecting participants, a survey was posted on Facebook in two educational groups for EFL middle school teachers in the city of Mostaganem-Algeria.
The survey was about whether teachers use data projectors, cell phones, and/or iPads or the traditional method of teaching.
A total of 53 teachers answered the Facebook post, amongst which 29 used digital technology like cellphones and iPads as well as games.
The latter were contacted for the purpose of the interview.
Eventually, 18 teachers agreed to participate in the interview via messenger and phone, but only 11 participants actually completed the interview.
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Teachers who did not complete the interview on the concept, such as crosswords, pickup games, the Messenger were excluded from the coding process hangman game, and keyboarding games.
of data analysis.
The interviews were conducted on Teachers express their bewilderment in front the phone and were transcribed using MAXQDA.
of the constant emerging technologies and often say The data obtained from the interviews was that they cannot keep up with these changes.
Some analyzed using a thematic approach.
It is well-suited teachers who are not well acquainted with newer for the themes discussed in the interview, which technologies, refer to the younger generation to include awareness, competence, and experience.
get informed about use and usage.
Other teachers MAXQDA 2022 software was used to code the rely on ratings and popularity of certain apps or data based on the aforementioned categories.
software before choosing to adopt them.
One of the teachers reported: AuI heard of e-learning websites i.
RESULTS
for language learning.
I created an account, but I The continuous development of a teacher is didnAot use it in teachingAy.
supported by their ability to innovate and implement new teaching strategies to transmit knowledge.
Competence Some teachers strive to employ innovative methods Research Question 2: How competent are they in an attempt to capture the attention and interest in implementing gamification techniques? of learners as much as possible.
From game-based In this section, participants were interviewed learning to gamification, the pendulum swings or assessed on their proficiency in gamification and back and forth to achieve the desired goals.
Little game elements, as well as their actual utilization doubt exists about the utility of gamification and of ICT tools, as these are fundamental to the game-based learning (GBL).
however, teachers gamification process.
All interviewed teachers often show reluctance to apply them.
This could agreed on the use of ICTs, yet it is limited to a be due to familiarity, time constraints, or anxiety data projector, speaker, iPad, and laptop, since Auit towards class management and teacher-learner is an obligation to use the computer and the data Moreover, age difference also plays showA.
Ay A few cohorts used cell phones along a role.
Young teachers are more or less open to with a data projector to display content.
applying gamification compared to adult teachers Teachers are trying to adapt to modern means (Cojocariua & Boghian, 2.
of communication, such as Facebook and Telegram.
Awareness by using interactive groups.
Social media platforms Research question 1: Are EFL teachers help parents stay informed about the educational familiar with new teaching methods, including field, and the same goes for learners who can collaborate with their peers and teachers beyond the traditional classroom setting.
The latter often Most teachers use the terms gamification and posts additional educational curricular resources game-based learning interchangeably.
However, for learners to benefit from.
However, access when defining gamification, they add the notion to the internet is limited to only some learners.
of fun and interest to differentiate it from GBL.
Some teachers said that they include social media Gamification is described as a strategy used by to maintain contact with learners.
AuI do interact teachers in the classroom to facilitate the learning of with my dear learners through a Facebook group new language skills in a funny and interesting way.
Ay I rarely use the Viber app.
Others Another criterion for gamification is performance.
donAot use it because some learners donAot even have AuI believe that gamification is the utilization of access to the internet.
When asked about applying games in the learning process to enhance learnersAo gamification, teachers didnAot differentiate between performance, whether it be in written or oral form.
Ay games and gamification.
However, after explaining Overall, teachers associate the use of games, the concept of gamified apps or computer games whether they are classical or ICT-based, with used in teaching, they rejected the idea of using facilitating learning and improving performance.
such methods, citing a variety of reasons such as Amel, one of the interviewed teachers, referred outnumbered classes and lack of time.
On the other to GBL as: Aua technique or a method used in hand, they are satisfied with the use of educational Ay It involves playing games to understand Ilhem Khadija Boudour / Jurnal Arbitrer - Vol.
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games such as puzzles, board games, spelling choose what suits their learners.
Ay games, and jigsaw puzzles because they experience The next element is the reward system.
learnersAo excitement.
Whether it is a point, a star, a round of applause.
Among the interviewed teachers, only one or even a candy, it has an undeniable effect on used gamification in teaching.
She attributed this learnersAo behavioral performance.
AuI often use to the training she received at the beginning of all these game elements, but I find that rewards her career.
She stated.
AuWell since I learned about competitions, and challenges - are efficient, and gamification in my training and applied it in my learners like rewards a lot, even if it is a simple class.
I can confidently say that it is extremely gift.
Ay Other elements, such as levels and timers.
Ay The teacher has given examples of occur less frequently.
Teachers could observe the Duolingo and other language learning apps, such usefulness of applying gamification and its elements as Cake.
FluentU, and HelloTalk.
AuIn the Duolingo to learnersAo behavior and performance.
AuI strongly game, there are many stages.
For example, when believe that gaming is crucial in an EFL program as you choose the beginner level.
Ay You can find plenty it offers numerous advantages, such as increasing of subjects to learn, for example.
Fruits.
House learnersAo motivation.
Ay 2/ Improving knowledge Parts.
In the sea.
Au3/ better learner engagement.
Ay Despite teachers not applying gamification or using educational digital apps in their classrooms, they unconsciously apply elements of it.
The game elements of gamification explained above are often present in EFL classrooms.
Teachers were given a number of game elements such as levels, rewards, badges, rules, challenges, competition, timers, and Competition and challenge are recurring game elements.
According to the interviewed teachers, learners are more active when they are placed in competitive teams.
This helps to maximize their attention.
Experience Research Question 3: To what extent do learners accept the idea of learning through Teachers show positive attitudes towards games: AuI really enjoy playing games with my learners (BREAK ROUTINE).
Ay They believe that being comfortable with games is essential for effective teaching and learning.
In order to maximize the benefits for their students, teachers should thoroughly prepare their gamified lessons and utilize the available resources.
Varying teaching strategies keep learners attentive and prevent them from falling into a routine.
Some teachers think that if the entire EFL program is gamified, boredom may occur and learners may lose engagement and motivation.
Thus, teachers would be better off being flexible in their choice of techniques according to the needs and learning styles of their students.
AuGamification is just one method among many teaching strategies.
it is not mandatory to apply it.
It is up to the teacher to IV.
DISCUSSION