Die Einführung von Gamification im DaF Unterricht an der Obafemi Awolowo Universität, Ile-Ife, Nigeria

Yıl 2022, , 189 - 209, 20.06.2022

Olajumoke Oyedele , Moses Ayankunle

https://doi.org/10.26650/sdsl2021-1000893

Öz

Es wird beobachtet, dass die meisten nigerianischen Deutschstudierenden zwischen 16 und 30 Jahre alt sind. Diese Gruppe ist mehr daran interessiert, Computerspiele und andere Spiele zu spielen, als ihre Haus- und Klassenarbeiten mit den traditionellen Materialien wie Lehrbüchern und Arbeitsheften zu erledigen. Die Jugendlichen brauchen in der Regel interessante Aktivitäten, die ihnen Spaß machen und sie motivieren, zu lernen und dadurch Fortschritte und Erfolge zu erzielen. Es ist in der Tat deshalb überraschend, dass Gamification noch nicht in den Lehrplan des nigerianischen Hochschulunterrichts eingeführt wird. Demzufolge gibt es in Nigeria kaum Forschungen im Bereich Gamification des Fremdsprachenlernens im Allgemeinen und in dem dessen Einsatz im Deutschunterricht im Besonderen. Diese Lücke in der Forschung zu Gamification im Deutschunterricht in Nigeria führte zu der vorliegenden Studie, die die Möglichkeit der Einführung von Gamification im Deutschunterricht an der Obafemi Awolowo Universität untersucht. Das Ziel ist es, eine zielgerichtete Diskussion und weitere wissenschaftliche Gespräche über Gamification im DaF in Nigeria sowie einen fruchtbaren Gedankenaustausch zum Thema anzustoßen. Dadurch könnte die mögliche Erstellung einer didaktischen Konzipierung von Einsatz der Gamification im Deutschunterricht in Nigeria erreicht werden. Die Studie verwendet sekundäre Datenquellen, die verschiedene Artikel, Bücher und Rezensionen über Gamification in der Bildung bzw. in den Klassenzimmern umfassen. Andere Quellen sind Internet-/Blog-Beiträge. Die Analyse der Daten basiert auf einer deskriptiven und inhaltlichen Analyse. 

Anahtar Kelimeler

Gamification, DaF, Nigeria, Deutschstudierende, Obafemi Awolowo Universitä

The Introduction of Gamification in the Teaching of German as a Foreign Language at Obafemi Awolowo University, Ile-Ife, Nigeria

Öz

Most Nigerian students of German are between 16 and 30 years old. This age group tends to be more interested in playing computer and video games than doing their home- and class work with traditional materials such as textbooks and workbooks. Younger students need interesting activities that are fun for them and motivate them to learn and, as a result, make progress and achieve rapid success in their learning. It is therefore surprising that gamification has not yet been introduced into the curricula of Nigerian higher institutions. As a result, there is hardly any research in the field of gamification in foreign language learning in general or its use in the teaching of German in particular. This lacuna in research on gamification in German studies in Nigeria led to the present study, which examines the introduction of gamification into German lessons at Obafemi Awolowo University. The study aims at initiating a targeted discussion on gamification in German studies and stimulating further scholarly conversations on the topic. Through this, the possibility of creating a didactic design for the use of gamification in German studies in Nigeria can be achieved. This study uses secondary data sources including articles, books and reviews about gamification in education or classrooms. Other sources include websites and blog posts. These sources provide useful insights from various studies on gamification and its use in education, especially in foreign language teaching, which help in drawing up suggestions for a successful introduction of gamification into the curriculum of Nigerian universities especially that of German at the Obafemi Awolowo University in Nigeria. The analysis of the data is based on a descriptive and content analysis.

Anahtar Kelimeler

Gamification, German as a foreign language, Nigeria, Obafemi Awolowo University, Students of German

Kaynakça

• Literaturverzeichnis Alex, A. & Schippers, M.C. (2018). Digital Game Elements, User Experience And Learning: a Conceptual Framework. Educ Inf Technol 23:2545, https://doi.org/10.1007/s10639-018-9730-6.. zuletzt abgerufen am 15.12.2020
• Alexander, J. A., Cruz, L. E., & Torrence, M. L. (2019). Gold Star: Enhancing Student Engagement Through Gameful Teaching and Learning. https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA Papers/IDEA Papers/Gold_Star_Enhancing_Student_Engagement_IDEA_Paper_75.pdfAlexander et al. zuletzt abgerufen im Februar, 2021.
• Alomair Y, Hammami, S. (2019). A Review of Gamified Techniques for Foreign Language Learning. J. Edu. Res. Rev. 7(11): 223¬¬¬¬¬¬-238., Research Article | Published November 2019 | Volume 7, Issue 11, pp. 223-238. doi: https://doi.org/10.33495/jerr_v7i11.19.150. zuletzt abgerufen am 13.12.2020
• Bellotti, F., Berta, R., & De Gloria, A. (2010). Design Effective Serious Games: Opportunities and Challenges for Research. International Journal of Emerging Technologies in Learning, 5, 22-35.
• Breuer (2011) Breuer, Markus (2011): Was Ist Gamification? URL: http://intelligent-gamification.de/2011/05/11/was-ist-gamification/, zuletzt abgerufen am 16.12.2020
• Bruckman (1999) Bruckman, A. (1999). The Day After Net Day: Approaches to Educational Use of the Internet. Convergence, 5(1), 24–46. https://doi.org/10.1177/135485659900500104, zuletzt abgerufen am 26.12.2020
• Butler C. (2015) “Applied Behavioral Economics: A Game Designer’s Perspective”. In Reiners T., Wood L. (eds) Gamification in Education And Business. Springer, Cham. https://doi.org/10.1007/978-3-319-10208-5_5, zuletzt abgerufen am 16.12.2020
• Cheong, C., Cheong, F., & Filippou, J. (2013). “Quick Quiz: A gamified Approach for Enhancing Learning”. Paper presented at the Pacific Asia Conference on Information Systems, Jeju Island, Korea, 18-22 June (pp. 1-14), PACIS 2013 Proceedings.
• Coonradt, C. (2007). The Game of Work: How to Enjoy Work as Much as Play. Gibbs Smith.
• Cohen, Aaron M. “The Gamification of Education”. In The Futurist; Washington Vol. 45, Iss. 5, (Sep/Oct 2011): 16-17.
• de Freitas, A. & de Freitas, M. (2013). Classroom Live: A Software-Assisted Gamification Tool. Computer Science Education. 23. 186-206. 10.1080/08993408.2013.780449. https://www.researchgate.net/publication/258761381_Classroom_Live_A_software-assisted_gamification_tool, zuletzt abgerufen im März, 2021.
• Deterding, S.; Khaled, R.; Nacke, L.& Dixon, D. (2011): Gamification: Toward a Definition, Proceedings of Workshop on Gamification at the ACM International Conference on Human Factors in Computing Systems (CHI).
• Dickey, M. D. (2005). “Engaging by design: how engagement strategies in popular computer and video games can inform instructional design”. In Education Training Research and Development,53 (2), 67-83.
• Ferrão, S. Tao, J. & Silva, R. (2019). Success Factors for Using Gamification in Language Teaching. International Symposium on Computers in Education (SIIE). Furdu, I. & Tomozei, Cosmin & Köse, Utku. (2017). “Pros and Cons Gamification and Gaming in Classroom”. In Broad Research in Artificial Intelligence and Neuroscience. 8. 56-62. Feuser 1997. “Germanistik und Interdisziplinarität in Afrika“. In NAToG Journal, Journal of the Nigerian Association of Teachers of German, Vol.2,
• Figueroa, J. (2015). “Using Gamification to Enhance Second Language Learning”. In Digital Education Review, 21, 32-54. http://greav.ub.edu/der[zuletzt abgerufen am 26/12/2020]
• Fogg (2009) Fogg, B. J. (2009). “A Behavior Model for Persuasive Design”. In S. Chatterjee & P. Dev. (Eds.), Proceedings of the 4th International Conference on Persuasive Technology NewYork, NY: ACM.
• Gamification In eLearning. 6 Killer Examples of Gamification In eLearning. (2017). https://elearningindustry.com/6-killer-examples-gamification-in-elearning, zuletzt abgerufen am 12.02.2021
• Garland, Christopher M., (2015) "Gamification and Implications for Second Language Education: A Meta Analysis" (2015). In Culminating Projects in English. Paper 40. URL:https://pdfs.semanticscholar.org/9c92/fa00401e1fe07a02090db482a1f3bb6a3b98.pdf, zuletzt abgerufen am 12.11.2019