Gamification of Undergraduate French Courses: A Qualitative Study

Abstract

In response to the need for enhanced engagement and motivation in language acquisition, this study examines the impact of gamification within undergraduate French courses at a public university located in southeastern United States. Gamification, which incorporates game-like components such as points, badges, and leaderboards, has been acknowledged for its capacity to enhance educational results by fostering motivation and participatory learning (Kapp, 2012). Using a phenomenological approach grounded in Self-Determination Theory, Transition Theory, and Choice Theory, the research intends to document student experiences with gamified learning in foreign language education, a field that requires ongoing engagement and complex skill development (Deci & Ryan, 2000; Glasser, 1998). Finding the advantages and possible disadvantages of using gamified content in language classes, as well as investigating students' motivational reactions, are significant goals for higher education faculty and staff. To provide a thorough understanding of how gamified features affect language learning results, qualitative data will be collected using surveys, interviews, and content analysis. This research contributes to a growing field by addressing the specific challenges of gamification in language acquisition and offering insights for educators aiming to implement gamification to enhance engagement and academic success in language learning (Hanus & Fox, 2015).