@inproceedings{hou-etal-2022-applying,
title = "Applying Gamification Incentives in the Revita Language-learning System",
author = {Hou, Jue and
Kylli{\"a}inen, Ilmari and
Katinskaia, Anisia and
Furlan, Giacomo and
Yangarber, Roman},
editor = "Madge, Chris",
booktitle = "Proceedings of the 9th Workshop on Games and Natural Language Processing within the 13th Language Resources and Evaluation Conference",
month = jun,
year = "2022",
address = "Marseille, France",
publisher = "European Language Resources Association",
url = "https://aclanthology.org/2022.games-1.2",
pages = "7--16",
abstract = "We explore the importance of gamification features in a language-learning platform designed for intermediate-to-advanced learners. Our main thesis is: learning toward advanced levels requires a massive investment of time. If the learner engages in more practice sessions, and if the practice sessions are longer, we can expect the results to be better. This principle appears to be tautologically self-evident. Yet, keeping the learner engaged in general{---}and building gamification features in particular{---}requires substantial efforts on the part of developers. Our goal is to keep the learner engaged in long practice sessions over many months{---}rather than for the short-term. This creates a conflict: In academic research on language learning, resources are typically scarce, and gamification usually is not considered an essential priority for allocating resources. We argue in favor of giving serious consideration to gamification in the language-learning setting{---}as a means of enabling in-depth research. In this paper, we introduce several gamification incentives in the Revita language-learning platform. We discuss the problems in obtaining quantitative measures of the effectiveness of gamification features.",
}
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<abstract>We explore the importance of gamification features in a language-learning platform designed for intermediate-to-advanced learners. Our main thesis is: learning toward advanced levels requires a massive investment of time. If the learner engages in more practice sessions, and if the practice sessions are longer, we can expect the results to be better. This principle appears to be tautologically self-evident. Yet, keeping the learner engaged in general—and building gamification features in particular—requires substantial efforts on the part of developers. Our goal is to keep the learner engaged in long practice sessions over many months—rather than for the short-term. This creates a conflict: In academic research on language learning, resources are typically scarce, and gamification usually is not considered an essential priority for allocating resources. We argue in favor of giving serious consideration to gamification in the language-learning setting—as a means of enabling in-depth research. In this paper, we introduce several gamification incentives in the Revita language-learning platform. We discuss the problems in obtaining quantitative measures of the effectiveness of gamification features.</abstract>
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%0 Conference Proceedings
%T Applying Gamification Incentives in the Revita Language-learning System
%A Hou, Jue
%A Kylliäinen, Ilmari
%A Katinskaia, Anisia
%A Furlan, Giacomo
%A Yangarber, Roman
%Y Madge, Chris
%S Proceedings of the 9th Workshop on Games and Natural Language Processing within the 13th Language Resources and Evaluation Conference
%D 2022
%8 June
%I European Language Resources Association
%C Marseille, France
%F hou-etal-2022-applying
%X We explore the importance of gamification features in a language-learning platform designed for intermediate-to-advanced learners. Our main thesis is: learning toward advanced levels requires a massive investment of time. If the learner engages in more practice sessions, and if the practice sessions are longer, we can expect the results to be better. This principle appears to be tautologically self-evident. Yet, keeping the learner engaged in general—and building gamification features in particular—requires substantial efforts on the part of developers. Our goal is to keep the learner engaged in long practice sessions over many months—rather than for the short-term. This creates a conflict: In academic research on language learning, resources are typically scarce, and gamification usually is not considered an essential priority for allocating resources. We argue in favor of giving serious consideration to gamification in the language-learning setting—as a means of enabling in-depth research. In this paper, we introduce several gamification incentives in the Revita language-learning platform. We discuss the problems in obtaining quantitative measures of the effectiveness of gamification features.
%U https://aclanthology.org/2022.games-1.2
%P 7-16
Markdown (Informal)
[Applying Gamification Incentives in the Revita Language-learning System](https://aclanthology.org/2022.games-1.2) (Hou et al., games 2022)
ACL
- Jue Hou, Ilmari Kylliäinen, Anisia Katinskaia, Giacomo Furlan, and Roman Yangarber. 2022. Applying Gamification Incentives in the Revita Language-learning System. In Proceedings of the 9th Workshop on Games and Natural Language Processing within the 13th Language Resources and Evaluation Conference, pages 7–16, Marseille, France. European Language Resources Association.