Presentation Schedule
Gamification in a Less Commonly Learned Language: Taiwanese Students’ Experiences with Spanish (109270)
Session Chair: Diana Hsienjen Chin
This presentation will be live-streamed via Zoom (Online Access)
Friday, 19 June 2026 11:30
Session: Session 1
Room: Live-Stream Room 2
Presentation Type:Live-Stream Presentation
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This study explores students’ experiences with interactive games as learning tools in a basic-level Spanish course at a Taiwanese university. It addresses the following questions: (1) What is students’ attitude towards integrating gamification in the Spanish class? (2) What is students’ perception of the influence of gamification on their Spanish learning? The games implemented included true-false, multiple-choice quiz, timed matching game, word ordering, and filling blanks. Fifty Taiwanese students completed a mixed-methods 20-item questionnaire, which covered demographics, game experience, learning motivation and achievement, and feedback on game design. The first three categories used Likert-scale questions, while the fourth category consisted of open-ended questions. The results reveal that although students possess strong digital literacy, they lack prior exposure to gamified language learning. Despite this, they perceive gamified activities as engaging and beneficial for reinforcing vocabulary and grammar. Their preference for individual, low‑stakes games suggests that gamification is most effective when it reduces social pressure and cognitive load. Nevertheless, students’ tendency to disengage when facing difficulty and to review only before exams indicates that gamification alone does not foster sustained autonomous learning. Therefore, gamification can be a valuable pedagogical tool, but its success depends on thoughtful design that supports persistence and encourages continuous practice. This study provides insight into how gamification functions in less commonly taught language contexts and informs culturally responsive instructional design. It also suggests that gamification is most effective when aligned with learners’ preferences for low‑stakes, individualized tasks, offering evidence‑based principles for designing sustainable, motivating game‑based activities.
Authors:
Diana Hsienjen Chin, Wenzao Ursuline University of Languages, Taiwan
About the Presenter(s)
Professor Diana Hsienjen Chin is a University Associate Professor/Senior Lecturer at Wenzao Ursuline University of Languages in Taiwan
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