The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy

ABSTRACT

A quasi-experimental, pretest-posttest, non-equivalent control group design was used to examine the effect of a mobile gamification application on third and fourth grade students’ Spanish language achievement and student academic self-efficacy. In this study, the treatment group's Spanish language instruction was through the use of Duolingo®, a computer and mobile app that uses gamification and adaptive learning technology to teach foreign languages. Students in the control group received their regularly scheduled English L1/Spanish L2 class learning activities. The study was 12 weeks in duration. Students were assessed with a 50-question, multiple-choice English to Spanish and Spanish to English pretest covering vocabulary and grammar to control for prior Spanish language achievement. Students were assessed with the Pattern of Adaptive Learning Scales’ (PALS) Academic Efficacy subscale to control for prior academic self-efficacy. The same two instruments were used as posttests. An analysis of covariance showed no significant difference in students’ Spanish achievement or in academic self-efficacy between students who used Duolingo® and students who were taught with traditional face-to-face instruction. This demonstrates that Duolingo® is a useful tool for teaching Spanish to elementary students.

KEYWORDS:

• Elementary education
• applications in subject areas
• improving classroom teaching
• intelligent tutoring systems
• interactive learning environments

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jason R. Rachels

Dr. Jason R. Rachels is head of school for Calvary Christian Academy, Fort Lauderdale. Jason earned an Ed.D. in Curriculum and Instruction from Liberty University, an M.A. in Religion from Liberty University, and a dual B.A. in Sociology and Greek from Mercer University. In his role as head of school, Jason works to lead a team of educators who provide challenging and engaging spiritual and academic training for their students. He also works to bring schools together to collaborate and to support one another toward a common vision of spiritual and academic excellence.

Amanda J. Rockinson-Szapkiw

Dr. Amanda J. Rockinson-Szapkiw is an Associate Professor in Instructional Design and Technology at the University of Memphis. She earned an Ed.D. in Distance Education from Regent, an M.A. in Counseling from Regent, and a B.S. in Elementary Education from Huntington College. Her research broadly explores how the social context, namely technology-enhanced classrooms and the distance education environment, affects student success--their deep learning, sense of community, identity development, and, in turn and ultimately, their persistence.