Gamification of Undergraduate French Courses: A Qualitative Study

dc.contributor.advisor Godwin, Kim
dc.contributor.author Robertson, Adam Justin
dc.contributor.committeemember Rost, Jim
dc.contributor.committeemember Kinney, Katie
dc.contributor.committeemember Clark Nelms, Sherica
dc.date.accessioned 2025-05-08T16:05:36Z
dc.date.available 2025-05-08T16:05:36Z
dc.date.issued 2025
dc.date.updated 2025-05-08T16:05:36Z
dc.description.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).
dc.description.degree Ed.D.
dc.identifier.uri https://jewlscholar.mtsu.edu/handle/mtsu/7653
dc.language.rfc3066 en
dc.publisher Middle Tennessee State University
dc.source.uri https://www.proquest.com/LegacyDocView/DISSNUM/31937702
dc.subject Foreign language learning
dc.subject Gamification
dc.subject Gamified learning
dc.subject Language acquisition
dc.subject Higher education
dc.subject Educational technology
dc.subject Instructional design
dc.thesis.degreelevel doctoral
dc.title Gamification of Undergraduate French Courses: A Qualitative Study
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