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GAMIFIED INSTRUCTION AND LANGUAGE ACQUISITION

Gamified Instruction and Language Acquisition Action Research

Alexander W. LaForest

School of EDD: Administration and Supervision: Educational Leadership, Liberty University

Author Note

Alexander W. LaForest

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Alexander LaForest. Email:

alaforest@liberty.edu
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Abstract

Throughout this paper an Action Research Observation Cycle examining student

engagement, language acquisition, and vocabulary retention will be utilized. A teacher will be

identified for the study and will participate in a three-to-four-week cycle of observations to

improve practice. A detailed account of the literature surrounding gamified instruction will be

used to establish a baseline. By implementing effective gamified instruction that plays into

students’ Zone of Proximal Development both on a content and linguistic level, activities can be

used to improve engagement, acquisition, and retention of vocabulary. The final aspect of this

paper seeks for further research by expanding the parameters of the study and continuing to

follow the teacher in the upcoming school year. This research will be utilized to help establish

better practices for working with all students to create an equitable classroom environment.

Keywords: student engagement, language acquisition, vocabulary retention, English

Language Learner (ELL), gamified instruction

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Introduction

Classroom engagement and content is typically at the forefront of teachers’ minds.

Seeking out ways to continually improve practice for students is usually next. However, while

most educators strive to have an equitable classroom, being able to do so and effectively teach

content to all stakeholders poses a challenge. This study will seek out to find methods of

increasing language acquisition, student engagement, and retention of content vocabulary.

Through an action research observation cycle a teacher and her class will be studied over the

course of three to four weeks consisting of three observations and post-conferences. The goal is

to examine how student engagement changes and impacts learning in the classroom.

Action Research Question and Ethical Conduct Statements

How does gamifying vocabulary instruction improve language acquisition, student

engagement, and retention of content specific vocabulary?

 The research is approved by the school administration.

 The research is conducted based on researched best practices.

 No children will be placed in harmful situations during this action research.

Evidence-Centered Research and Goal

Integrating new technologies into the classroom has become a driving force within

education. This increase in technologies has led to alternative methods for instruction such as

videos, virtual reality, and gaming. While technology has assisted in providing new avenues for

utilizing games in school, gamifying instruction has been around for years. Past studies have

work to examine the benefits and pitfalls of gamifying instruction and providing game-based

learning opportunities for accomplishing learning in the classroom. Kingsley et al. (2018) write,

“Gamified environments are ideal for mastery learning, allowing students to repeatedly practice
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skills to meet learning outcomes” (p. 552). This begs the question, how does gamifying

vocabulary instruction improve language acquisition, student engagement, and retention of

content specific vocabulary? Research has been conducted in line with this question to

understand effects of game-based learning opportunities, and how to best execute them into the

classroom. With effective implementation and consideration of varying factors, gamified

instruction cannot only benefit student engagement, but use of content vocabulary.

Benefits and Fallbacks to Gamifying Instruction

Recent studies on the implementation of game-based learning environments have

uncovered some of the effects that this initiative has to offer. When educators propose gamified

instruction, it can allow students to engage in an inclusive environment (Alavi & Gilakjani,

2019). An engaging lesson or task allows for students to become immersed in the topic. Doing

this through games permits students to unknowingly involve themselves in a learning task.

Karagiorgas and Niemann (2017) write, “games are a powerful tool to engage and motivate

learners. Even nonserious games, or perhaps especially non serious games, have been proven to

contain built in collaborative” (p. 515). The intertwined aspects of motivation and collaboration

proposed by Karagiorgas and Niemann highlights the benefits of student-to-student discourse

that is often needed for improving language acquisition in social settings.

Motivation and collaboration are not the only facets prevalent in gamifying instruction.

Students involved in game-based environments might also embody a sense of competition

(Weissheimer et al., 2019). The competitive aspect can work on two fronts. One there is a

competitive nature between students that causes them to work to improve to be better than one

another. However, this runs the risk of students rushing through the activity and making mistakes

due to oversight. Secondly, the competitive nature could be internalized. This ties into the
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motivational aspect of gamifying that Karagiorgas and Niemann (2019) noted as well. Within a

gamified environment utilizing points, students might want to continue trying to best their

highest score. This mindset works to have students continually practicing a set skill for mastery.

While this scenario could playout with an intrinsic motivator for self-competition, the alternative

could be students becoming frustrated with the level of difficulty and shutting down no longer

engaging with the activity.

Not all aspects of gamified instruction propose successful outcomes. Whereas the

possibility of disengagement has already been covered, the learning outcomes from gamified

learning could also propose potential issues. Depending on the structure of the game, students

may be learning vocabulary out of context. Learning vocabulary without proper structure of

environment could lead to improper implementation of terms (Weissheimer et al., 2019). Opting

for colorful and enticing learning environment may sacrifice the contextual focus of content

language (Tamtama et al., 2020). It is prudent that practice with proper structure and repetition is

key. This begs the question of whether gamified homework can be an effective tool for learner

success (Weissheimer et al., 2019)? If students require strict structure within the classroom

environment, then assigning gamified homework could potentially only lead to more prevalent

issues surround further instruction.

Necessities for Gamifying Instruction

When pursuing successful implementation for student growth considering gamified

environments, recent studies have proposed ideal qualities for achievement. Kingsley et al.

(2018) put this at the forefront, “Make the winning condition within reach for every student in

the realm” (p. 553). Much like Vygotsky’s Zone of Proximal Development, gamified instruction

must be properly scaffolded and differentiated for learners based on both academic and
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technological experience. To assure that educators pay attention to students’ abilities, they must

provide clear expectations, game instructions, challenging activities within reason, student ability

to adjust the game, and an inviting environment (Tamtama et al., 2020). Additionally, the

proposed environment should reflect real-world scenarios. By doing so students will get in-

context experience to implement and practice skills without fear of mistakes (Karagiorgas &

Niemann, 2017). Student choice is key when working towards offering game-based opportunities

(Kingsley et al., 2018). Most importantly the games must provide feedback for the student, have

a clear and present goal, defined rules, as well as students eager and willing to engage.

Additionally, gender, proficiency, culture, and mentor relationships are all factors that play into

game-based success (Karagiorgas & Niemann, 2017). If these factors are present and considered,

then there is a greater possibility for successful engagement as well as learning. Overall, the

game-based activity should provide a challenge that builds perseverance and motivation while

also educating the student. Utilizing quest type activities helps propose levels based upon skill.

The activity should be natural fun and not forced. Kinsley et. al write, “do not cover the broccoli

with chocolate; instead, serve the banana split!” (p. 553). This holds true to creating an activity

that is challenging yet engaging, that causes the student to repetitively try to master a skill and

then move on to developing the next skill.

Best Practices

Implementing a successful means of game-based learning is fraught with its own

challenges. To do so an educator must not only consider their technical capability, but the

students’ capability for interacting with technology as well. Additionally, the activity must be

implemented and used with fidelity to the content. One best practice that a teacher can use for

successful implementation is to clearly identify the objectives of the activity as well as the rules
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of the game. By doing so, students will know what is expected of them regarding engagement as

well as educationally. To better support the engagement aspect, educators should employ

opportunities that are geared towards their group of students.

Secondly, educators should make sure to differentiate their activities for students at

different academic and technological levels. The purpose of the activity should be to best enforce

the curriculum in a way that builds intrinsic motivation. If the lesson is posing a technical

challenge that acts as a barrier to learning, some pre-teaching on technology might need to occur.

An activity that is designed within a student’s Zone of Proximal Development will challenge

them to grow. This is where level scaling from a game perspective is important. Being able to

provide in game differentiation and scaffolding will assist with student success.

Finally, when implementing game-based activities the activity should be relevant to the

material, the world, and provide consistent feedback. The gamified activity needs to utilize the

content material in a real-world sense that provides a proper context. If this is not done, then

students will be learning vocabulary and skills without knowledge of implementation. This sort

of gamification provides students the tools without any of the applicable know-how.

Additionally, while engage with the game, students should be provided pertinent feedback to

course correct. However, while this feedback should be consistent and relevant, it should also

allow the students time to fail and grow. If the feedback is too frequent or overbearing, then it

removes the student from the game and causes them to autopilot losing their engagement and

motivation.

Website Link to State

Learning Standard from Candidate's
SMART Goal Department
State Department of Education
Learning Standards
 After four weeks of  MS-ESS3-2 Earth and Human Activity.  https://
www.nextgenscience.org
implementing gamified Analyze and interpret data on natural /pe/ms-ess3-2-earth-and-
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instruction, at least 60% of

hazards to forecast future catastrophic
students will score 60% or
events and inform the development of
human-activity
higher and the vocabulary
technologies to mitigate their effects.
pre-test.

Strategy Proposal

Regarding the needs for improved student engagement, the teacher, Sydney Mayberry,

and I, Alex LaForest, worked to establish a plan to improve her classroom teaching. Mrs.

Mayberry stressed how her ELL students sometimes seemed disengaged with the class activities.

Additionally, she wanted to improve not only their language acquisition, but the vocabulary

retention for all students. The proposed activities were to be utilizing the gamified aspects of

Flocabulary with content aligned videos and a teacher created game of Heads Up for recognition

of vocabulary. Only having limited time for observations, we discussed that the observations

would best be suited for when the students are playing Heads Up, as the students are

participating in peer-to-peer discourse. By using and pre-test and post-test aligned to the same

vocabulary, this would allow us to chart students progress. The same vocabulary terms that are in

the pre and post-test would be used in the Flocabulary videos and activities to help students make

progress. By using a mixture of technology and physical activities, students would be able to

interact with online resources that are automatically translated into their native languages

whenever they needed, and work with peers discussing and exploring with the vocabulary terms

during structure class times. Through this implementation the goal is to see an increase in student

engagement, language acquisition, and vocabulary retention.

Required Items Responses

Volunteer’s Name Sydney Mayberry

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Topic The action research project will focus on content related

vocabulary acquisition.

Background Information Mrs. Mayberry is a grade 7th and 8th grade science teacher at PreK-

8 Dual Language school. The school has a 53% Hispanic/Latino

population with a majority population of MLLs. This is Sydney

Mayberry’s 6th teaching and 1st year at her current school. There

are 24 students in her homeroom, consisting of 7 MLLs and 4

students on IEPs/504s.

Rationale Sydney Mayberry has expressed a desire to improve student

engagement. She will be working towards gamifying vocabulary

instruction. The rationale behind this encompasses that the district

science curriculum is vocabulary heavy. She has expressed that for

general education learners that it is difficult to retain all the words

necessary to be successful, add learning a new language on top of

that and the pursuit of proficiency becomes more difficult. By

gamifying vocabulary Sydney Mayberry hopes to improve means

of engagement and retention in both the learning and utilization of

content specific vocabulary terms.

Research Question How does gamifying vocabulary instruction improve language

acquisition, student engagement, and retention of content specific

vocabulary?

State Learning Standards MS-ESS3-2 Earth and Human Activity. Analyze and interpret data

on natural hazards to forecast future catastrophic events and inform

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the development of technologies to mitigate their effects.

Date & Time of Scheduled Observations

 Observation 1: May 26th, 2022, 1:45pm – 2:05pm
 Observation 2: June 2nd, 2022, 1:45pm – 2:05pm
 Observation 3: June 9th, 2022, 1:45pm – 2:05pm

Strategy Implementation

Observations Journal notes from each observation

During the first observation, the teacher was using a gamified

activity like Heads Up, where the students would have to

describe their partners vocabulary word so the other student

could guess the term. Each student had a partner; however,

they were teacher made groups, so students were group

homogeneously. Using strictly English terms this left the ELLs

Observation #1 (May 26th, 2022)
of the classroom to be somewhat confused. When discussing

the activity with the Spanish speaking students, they

understood the premise of the activity, but had many

difficulties with reading and describing the English

vocabulary.

Observation #2 (June 2nd, 2022) During the second observation Mrs. Mayberry still had the

students work in homogeneous grouping as discussed within

the first post-conference. Additionally, she made a set of cards

for the gamified activity specifically in Spanish for the ELL

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Observations Journal notes from each observation

students, as well as hung reference posters in Spanish that

mimicked the English ones in her classroom. Throughout the

activity the English-speaking students maintained the same

energetic level of participation. The ELL students also seemed

more eager to participate. Some students were apprehensive as

they felt singled out by having to use a special set of cards, but

due to the larger number of ELLs in her classroom those

students quickly began to participate. Classroom participation

was up compared to the first observation. Areas of

improvement would be beginning to move towards

heterogeneous grouping and transitioning ELLs to using more

English centered vocabulary.

During the final observation I noted that Sydney Mayberry had

some groups structured heterogeneously, while specific ELLs

were grouped by their LAS Links level. Regardless of the

grouping every student present was actively participating. Mrs.

Mayberry rotated throughout the classroom, facilitating the

Observation #3 (June 9th, 2022)
activity, even offering some additionally descriptors in both

English and Spanish to some groups who were struggling with

new vocabulary. Student engagement and improvement was a

strength. The only area of needed improvement is working

towards heterogenous grouping.

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Observation Cycle Criteria

Pre-observation Conference

Prior to observations, Sydney Mayberry and I looked to examine which aspect of the

Science Curriculum and her teaching she felt needed the most improvement. After discussing,

we landed up focusing on bolstering vocabulary and language acquisition for all students and

concentrating on ELL students’ attitudes towards engaging in the activities. A pre-test, see

Appendix A for results, was given to students to assess for understanding of key vocabulary and

terms. We decided that after three weeks of utilizing a gamified activity and revising it as

needed, then she would give the same vocabulary test to check for understanding and

improvements. The evaluation of Mrs. Mayberry’s teaching and growth will not only be based

upon her students’ understanding of science vocabulary, but also her ability to problem solve and

receive and utilize feedback.

Post-observation Conferences

Conference Summary of Progress

Post-Observation #1 (May During the first post-observation we discussed what went well and

27th, 2022) what did not. Both she and I noticed that the English-speaking

students were rather engaged with the activity. However, the ELL

students either struggled to participate or refused to do to lack of key

vocabulary. Sydney Mayberry was open to receiving feedback, as she

wanted to improve her teaching and make sure her students received

the most from her lessons. I noted how the students were grouped

homogeneously, all the English-speakers were together, and all the

ELLs were together. Sydney noted that she has done this specifically

for group work, as the worksheets and the lessons are typically
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Conference Summary of Progress

translated into native language, and this allows for cooperation

between the ELL students. This then opened the conversation for

providing sight words and key definitions in both English and

Spanish in the classroom. Leaving this meeting Sydney agreed to

make some posters for the room and a set of Heads-Up cards

specifically targeting vocabulary words translated into Spanish for

her ELLs.

Throughout the second post-observation conference Mrs. Mayberry

was open to feedback about her instruction. Noting the significant

improvement of participation of her ELL students, we began to focus

on how to include heterogeneous grouping for her classroom.

Additionally, she wanted to start reincorporating the English

vocabulary with the ELL students. Recommendations for her prior to

Post-Observation #2 (June
the next observations was to group the students based upon LAS
3rd, 2022)
Links level for language acquisition, and then restructuring groups

based upon ELLs and known Spanish speakers in the class. The

expectations for this prior to the next observation was to have a

mixed cohort of students interacting, with mixed cards so ELL

students could practice code switching between English and Spanish

vocabulary.

Post-Observation #3 (June During the final post-conference Mrs. Mayberry was calm and

10th, 2022) reflective about the previous three weeks. The aspect of the
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Conference Summary of Progress

groupings that were discussed in the previous conference not being

completed was brought up. Mrs. Mayberry acknowledge potentially

pushing the groups to intermix a bit too fast. This brought up the

conversation that with more time then creating heterogenous

groupings could have been accomplished. I assured Mrs. Mayberry

that there were significant marks of improvement via student

engagement and understanding from an observational perspective.

Students who were disengaged in the first observation were now

actively involved, some even trying to use a mix of Spanish and

English vocabulary. The only remaining step was to assess for

understanding through the post-test.

Data Analysis
The assessment to analyze the language acquisition and vocabulary retention while

utilizing gamified instruction was designed by picking fifteen high-usage words from the science

curriculum. Students’ level of engagement was noted on a subjective basis during the

observations. Both pre-data, see Appendix A, and post-data, see Appendix B, were gathered to

assess students understanding and growth. During the pre-test 5.88% of students demonstrated

proficient understanding of key vocabulary. However, after three weeks of implementing

gamified instruction, 81.82% of students demonstrated proficiency. Through examining the data,

it can be understood that planning highly engaging activities that require student-to-student

interaction shows student growth regarding language acquisition and vocabulary retention.

Utilizing gamified instruction that grouped ELLs based upon scaffolded levels of understanding

proved to be an effective strategy, as the class 75.94% growth.

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Conclusion

While this study demonstrated the benefits of utilizing gamified instruction as a tool for

improving student engagement, the attendance in Mrs. Mayberry’s class posed an interesting

question. Within a class of 25 students, only 17 students took the pre-assessment. By week three

only 11 of the 17 students present for the first week were in school for the post assessment. With

high absentee numbers pulling from a larger data pool became difficult. It begs the question if

the additional six students were present, how could it affect the data? By being able to structure

gamified activities that pulled on native language and English vocabulary, students of all

languages were able to participate. As the barrier to participation was lifted students were more

likely to engage in activities and push themselves outside of their scope of comfortability.

Further research may want to examine implementing gamified instruction on a longer-term scale.

Additionally, studies may want to examine student participation levels versus absentee rates.

Dispositions

How did you promote the disposition in your interactions with the novice teacher
Disposition
and students?
 Being a teacher within the building I have a prior existing relationship with both Mrs.

Mayberry and the students. This lent to trust being established between all stakeholders

in the Action Research Observation Cycle. When interacting with the students I strived
Trust
to hear what they said and meant in an honest fashion, opposed to trying to tell me what

they felt needed to be said. Some of this was done through anonymous feedback and

comments.

Equity While facilitating the observations I worked to rotate throughout all areas of the

classroom, trying to discuss with most students their opinions. Students I did not get to
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How did you promote the disposition in your interactions with the novice teacher
Disposition
and students?
confer with during the first observation cycle, I talked with during the second. By the

third observation I was able to establish a baseline and growth for each student that was

present.

Understanding the limitations of school building, with prep periods not being provided,

Mrs. Mayberry and I conducted many of the post-conferences after school. Most of the

feedback provided tried to keep a timely and realistic aspect as to what could be done to

improve instruction. Between the second and third observation when Mrs. Mayberry
Fairness
admitted to pushing the growth faster than it should have been yielding a bit of a back

slide, this was noted as an area for improvement. Additionally, how this could have

been avoided if more time was allotted between observations.

Respect for the stakeholders involved was a key component. Having the students

understand that this study was not an evaluative assessment for the district that would

fall back on them, or their teacher was a major point of concern. Conveying that this
Respect
study was for self-reflection and improving teaching styles became the narrative told to

students to ease concern. As it is true both Mrs. Mayberry and I worked to ease

concerns for students who felt they were struggling.

Collaboratively Developed Professional Development Plan

ACTION RESEARCH PROFESSIONAL DEVELOPMENT PLAN

Teacher Name: Sydney Mayberry______ School Division Level: Middle School Science_

1. Summarize the final action research meeting: write what was decided in the form of a

proposed continuation plan.

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Moving forward from the completed Action Research Observation Cycle, more gamified

activities can be used to increase engagement. Additionally, scaffolding for the ELL activates

can be down. By implementing these activities growth and understanding can be further

assessed.

2. Commendations (two) from the teacher’s involvement in the action research.

Two commendations from Mrs. Mayberry were that fair and equitable feedback was provided.

Additionally, suggested activities to increase ELL engagements were welcomed and appreciated.

3. What one improvement (recommendation) needs to take place? Write as a SMART goal.

Throughout the next 5-week unit, all students will demonstrate proficient understanding of key

vocabulary terms through a pre and post-test.

4. Action Steps: provide 3-5 activities that the teacher must accomplish to meet the SMART

goal.

Action Steps Due Date Who will assess Resources Needed

(Activities) progress/completion?

Create Pre-Test September 2nd, 2022 Sydney Mayberry Access to the

science curriculum

Implement September 6th, 2022 Sydney Mayberry Note Cards,

Heads-Up markers, and

Gamified identified key

Activity vocabulary

Research and September 13th, 2022 Alex LaForest and Identified Key
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implement Sydney Mayberry Vocabulary, time

second to research

kinesthetic based kinesthetic based

activity gamified activities

Assess for September 30, 2022 Alex LaForest and Retooled Pre-test

Understanding Sydney Mayberry and time to

interpret results

With the original Action Research Observation Cycle completing near the end of the school

the newly developed plan will be implemented in the 2022-2023 school year as Mrs. Mayberry is

looping with the same students. Therefore, the due dates are set ahead for September.

5. Post-Conference

The observer, Alex LaForest, will conduct the post-conference reflecting on the growth that the

students have made. This meeting will take place on Monday October 3rd, 2022, after school. The

meeting will take place inside Mrs. Mayberry’s classroom. The sequence of the meeting will be

discussing what went well and what might need improvements based upon feelings from how the

cycle has gone. Then the two of us will examine the data. Prior to meeting I will have made

annotations to the data signifying areas of growth and improvement. After examining the data,

we will revisit the notions of what went well, what needs improvement, and what we will

continue to do.

6. Connection to National Standards

The continuation of this learning cycle seeks to align itself with National Standards for

professional development. By continuing to research and evaluate practice based upon the data

this observation cycle is aligned to the Research-Based standard from the National Staff
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Development Council (Hirsh, 2007). Additionally, by continuing to work towards understanding

how to provide the best education for ELL students and improve the general instruction this

study also aligns with the Content Standards of Equity and Quality Teaching from the National

Staff Development Council (Hirsh, 2007).

Conclusion

Research has dictated the effective implementation of gamified learning activities yield a

significant increase in classroom engagement. However, these studies often fail to examine the

implications when ELL students are involved. The typical methodology for gamed based

learning is to find an online activity for students to interact with. This study lent itself to focusing

on gamified activities that require peer to peer discourse. By doing so English speakers and ELL

students were able to practice their vocabulary and language acquisition skills simultaneously.

Motivation was a key factor when it came to planning these activities. Students needed to be

challenged within their Zone of Proximal Development to learn. Through creating activities,

revising, and structuring groups students were able to work in heterogenous groupings to

improve both vocabulary skills but also classroom engagement. The data collected within the

study corroborates the research question, showing that by effectively implementing activities

students were able to positively increase their language acquisition. However, limitations in the

data and study regarding low attendance numbers may require future research to further propose

said ideas. Further research may want to seek out answering the question of how do physical

versus technological game based activates affect learning? What implications does student

engagement have on attendance? By doing so educators can create engaging learning

environments that continuously build students’ academic vocabulary. Through proper

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implementation of gamified learning opportunities, teachers can design activities that challenge

students in ways to build their academic skills while bolstering their classroom engagement.
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References

Alavi, G., & Gilakjani, A. P. (2019). The Effectiveness of Games in Enhancing Vocabulary

Learning among Iranian Third Grade High School Students. Malaysian Journal of ELT

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vocabulary-learning%2Fdocview%2F2291989578%2Fse-2%3Faccountid%3D12085

Hirsh, S. (2007, April 1). NSDC standards and tools help strengthen professional development.

NSDC Standards and Tools Help Strengthen Professional Development - SEDL Letter,

Developing a Staff of Learners, Volume XIX, Number 1, April 2007. Retrieved June 30,

2022, from https://sedl.org/pubs/sedl-letter/v19n01/nsdc-standards-tools.html

Karagiorgas, D. N., & Niemann, S. (2017). Gamification and Game-Based Learning. Journal of

Educational Technology Systems, 45(4), 499–519.

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Teacher, 71(5), 545–555. https://doi.org/10.1002/trtr.1645

Tamtama, G. I. W., Suryanto, P., & Suyoto. (2020). Design of English Vocabulary Mobile Apps

Using Gamification: An Indonesian Case Study for Kindergarten. International Journal

of Engineering Pedagogy, 10(1), 150–162. https://doi.org/10.3991/ijep.v10i1.11551

Weissheimer, J., de Souza, J. G. M., Lobo Antunes, J. P., & de Souza Filho, N. S. (2019).

Gamification and L2 vocabulary learning: The Vocabox Experience in the Languages

without Borders Program. Linguagem e Ensino, 22(4), 1136–1154.

https://doi.org/10.15210/rle.v22i4.16453
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Appendix

Appendix A: https://drive.google.com/file/d/1J7oHx4zaDvN5-RFiTOg-yEElN7LJ6IiQ/view?

usp=sharing

Appendix B: https://drive.google.com/file/d/1gNyaOXc0AH4tM5W5-KLXewpS45poyluN/

view?usp=sharing