Exploring Charades: The Benefits and Challenges of Gamifying English Learning
Main Article Content
Abstract
This study investigates Charades as a gamified learning tool in English language teaching. It explores how this game improves vocabulary, listening, speaking, and writing skills at various educational levels. The study examines the benefits and challenges of Charades, emphasizing its ability to generate dynamic and engaging learning experiences. Despite its popularity, there has been little scholarly investigation into its specialized use as a gamification tool. This study addresses this need by performing a semi-systematic literature review to investigate the benefits and challenges of Charades. The findings show Charades' effectiveness in improving language skills, such as vocabulary retention and communication abilities. However, time limits and unexpected disturbances in the classroom setting are mentioned as obstacles. This study provides further implications to maximize the positive effects of Charades while overcoming these limitations in educational settings. This study underlines the need for additional empirical research and educational practices to properly exploit Charades' benefits while reducing its challenges for an enhanced and engaged learning experience.
Article Details
References
Al Azhar, A., Prastikawati, E. F., & Musarokah, S. (2023). Charade Game: Does it Impact Students’ Writing Ability? Eternal: English Teaching Journal, 14(1), 1-12. https://doi.org/10.26877/eternal.v14i1.13677
Anunpattana, P., Khalid, M. N. A., Iida, H. (2019). User-centered Entertainment Factors for Platform Transformation and Game Development. INCITEST. EAI. https://doi.org/10.4108/eai.18-7-2019.2287794
Ayuwandini, W., Bani Ahmad, Y., & Abas, T. T. (2022). Students’ Perception in Learning Speaking through Charades Game. INTERACTION: Jurnal Pendidikan Bahasa, 9(2), 371-379.
De La Cruz, K. M. L., Gebera, O. W. T., & Copaja, S. J. N. (2022). Application of gamification in higher education in the teaching of English as a foreign language. In A. Mesquita, A. Abreu, & J. V. Carvalho (Eds.), Perspectives and Trends in Education and Technology (pp. 323-341). Singapore: Springer Nature Singapore
Demirbilek, M., Talan, T., & Alzouebi, K. (2022). An examination of the factors and challenges to adopting gamification in English foreign language teaching. International Journal of Technology in Education, 5(4), 654-668. doi:10.46328/ijte.358
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining Gamification. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek 2011, 9-15. https://doi.org/10.1145/2181037.2181040
Hasbullah, & Wahidah, N., & Nanning. (2023). Integrating Multiple Intelligence Learning Approach to Upgrade Students’ English Writing Skills. International Journal of Language Education, 7(2), 199-211. https://doi.org/10.26858/ijole.v7i2.34383
Hitchens, M., & Tulloch, R. (2018). A gamification design for the classroom. Interactive Technology and Smart Education, 15(1), 28-45. https://doi.org/10.1108/ITSE-05-2017-0028
Kaur, D. A. K. S., & Abdul Aziz, A. (2021). Use of Charades in Enhancing Higher Institute Students’ Speaking Skills. International Journal of English Language Studies (IJELS), 3(4), 15. https://doi.org/10.32996/ijels.2021.3.4.3
Kaya, G., & Sagnak, H. C. (2022). Gamification in English as second language learning in secondary education aged between 11-18: A systematic review between 2013-2020. International Journal of Game-Based Learning, 12(1), 1-14. doi:10.4018/IJGBL.294010
Kovalenko, I. V., & Skvortsova, T. P. (2022). Game technologies and gamification techniques in teaching English: An analysis of pedagogical experience. RUDN Journal of Psychology and Pedagogics, 10(2), 382–392. doi:10.22363/2313-1683-2022-19-2-382-392
Laine, T. H., & Lindberg, R. S. N. (2020). Designing Engaging Games for Education: A Systematic Literature Review on Game Motivators and Design Principles. IEEE Transactions on Learning Technologies, 13(4), 804-821. https://doi.org/10.1109/TLT.2020.3018503
Latifa, A., Nur, R., & Nurmiati. (2019). Using Guessing Game to Improve Speaking Ability of the Seventh Grade Students of SMP Negeri 3 Balusu. OSF Journal. https://doi.org/10.31219/osf.io/eht4w
Lee, J.-Y., & Baek, M. (2023). Effects of gamification on students’ English language proficiency: A meta-analysis on research in South Korea. Sustainability, 15, 11325. doi:10.3390/su151411325h
Li, X., Chu, S. K. W., & Yang, Y. (2022). Using gamification to facilitate students’ self-regulation in e-learning: A case study on students’ L2 English learning. Sustainability, 14, 7008. doi:10.3390/su14127008h
Mindog, E. (2016). Apps and EFL: A case study on the use of smartphone apps to learn English by four Japanese university students. JALT CALL Journal, 12(1), 3-22.
Panmei, B., & Waluyo, B. (2023). The pedagogical use of gamification in English vocabulary training and learning in higher education. Educ. Sci., 13, 24. doi:10.3390/educsci13010024h
Popov, R. (2023). Boost students' motivation by using gamification during English lessons. In Інноваційні тенденції підготовки фахівців в умовах полікультурного та мультилінгвального глобалізованого світу. Київський національний університет технологій та дизайну.
Qomar, A. H., & Wati, Y. S. (2021). The effectiveness of using charades game toward students’ vocabulary mastery. JEE (Journal of English Education), 6(2), 87–96. https://doi.org/10.30606/jee.v6i2.478
Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103666
Sari, D & Chairani, N. (2017).The effectiveness of charades game towards students’ vocabulary mastery at fourth grade of Sd Unggulan Aisyiyah Bantul in the academic year of 2016/2017.UAD TEFL International Conference 126-136.
Sherly, S., Sada, C., & Riyanti, D. (2019). Improving students' vocabulary about hobbies through charade game. Pendidikan Dan Pembelajaran. https://doi.org/10.26418/jppk.v8i3.31771
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039
Toda, A. M., Klock, A. C. T., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., & Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing Gamification taxonomy. Smart Learning Environments, 6(16).
Toda, A., Valle, P. H., & Isotani, S. (2018). The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education. In (No volume specified). doi:10.1007/978-3-319-97934-2_9
Wong, G., Greenhalgh, T., Westhorp, G., Buckingham, J., & Pawson, R. (2013). RAMESES publication standards: Meta‐narrative reviews. Journal of Advanced Nursing, 69(5), 987-1004. https://doi.org/10.1111/jan.12092.
Yaroshenko, O., Kokorina, L., Shymanovych, I., Naumovska, N., Shchaslyva, N., & Serdiuk, N. (2022). The modern principles of gamification in the teaching of English as a foreign language. Revista Românească pentru Educaţie Multidimensională, 14(1Sup1), 437-452. doi:10.18662/rrem/14.1Sup1/560
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145. https://doi.org/10.1016/j.compedu.2019.103729
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Front. Psychol(13:1030790). doi:10.3389/fpsyg.2022.1030790