Learning a second language by playing a game

Abstract

Summary Game‐like educational apps are intended to boost learner motivation leading to better learning outcomes. To test this idea about the value of gamification, college students ( n = 64) learned Italian by playing the online language learning game, Duolingo at home for seven sessions, or learned the same material through watching an online slideshow for seven sessions. Although the groups did not differ significantly on achievement posttests, the Duolingo group rated their learning experience as significantly more enjoyable ( d = 0.77), more appealing ( d = 1.17), and less difficult ( d = 0.51), and was significantly more willing to continue with similar learning experiences ( d = 1.39). Overall, these results point to the motivational and affective benefits of Duolingo as a promising alternative to more traditional methods for students who may require additional motivation not to disengage from the material.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 29 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.