Publié le 20 septembre 2021
Andy Van Drom Éditeur, Profweb
While the return to face-to-face classes is definitely beneficial to the teacher-student relationship and interaction between students, it might also diminish the frequency and quality of students’ engagement with course content. Indeed, students may be more likely to see face-to face courses as content blocks they only engage with once a week, in comparison with distance courses, especially those including content and activities delivered asynchronously. To counter this potential undesirable effect of returning to the classroom, I decided to implement 2 forms of gamification in my English as a second language (ESL) course: content gamification and structural gamification.