Gamification in a Year 10 Latin Classroom: Ineffective ‘Edutainment’ or a Valid Pedagogical Tool?

Abstract

The aim of this study is to assess the pedagogical soundness and validity of introducing an overarching gamified lesson structure to a Year 10 Latin class. Gamification can be defined simply as the process by which elements of game design (for example competition and point scoring) are incorporated into alternative contexts, including education (Yee, 2013, p. 335). This study will seek to measure the effect of a gamified course structure on two elements: students' ability to fulfil lesson objectives, and their general attitude and motivation towards formative work. Very recently, examples of gamified learning environments have arisen in the Latin classroom (Gloyn, 2015 and Pike, 2015). Although this is a small pool of samples, the contemporary nature of the publications shines a light on the possibility that gamification is an emergent pedagogical tool. This has provided the impetus for the following study of the effectiveness of an overarching gamified structure on Year 10 students' attainment and attitude towards the study of Latin. If successful, this topic has promising transfer potential, as it could be used as the basis for differentiation, a praise system, or even as a sister project, which provides a structure for tracking and rewarding formative work outside the classroom.