Abstract
This article is the third of three that report on research that was undertaken by the first author for a doctoral study. The first article sets out the research methodology for the study. In the second one we provide the theoretical foundation for the design of a gamified application model for pronunciation aimed at foreign language speakers of Afrikaans. In this article we focus on the model on which the gamified pronunciation application can be developed.
The theoretical foundation for the design of the gamified application model is based on Huang and Soman’s (2013:7–14) gamification model; the ethical guidelines for a gamified experience in higher education by Rootman-Le Grange, Barnard and Adams (2016:1); user experience guidelines by Babich (2018); and the guidelines for a user-friendly user interface by Clearbridge Mobile (2020). The principles for the development and implementation of mobile-assisted learning by Stockwell and Hubbard (2013:8–9) are also applied.
The design of the application model for Afrikaans pronunciation consists of the following three main steps: understand the target group and context; set learning and behavioural goals; and structure the experience.
Step 1: Understand the target group and context
In the first step of the design, we describe who the users are and what they need and want as determined by the questionnaire and recordings in the main study.
The participants of our study, also the target users of this application, follow the modules Afrikaans Language Acquisition 178 (first-year students) and Afrikaans Language Acquisition 278 (second-year students) in the Department of Afrikaans and Dutch at Stellenbosch University. They either have no training in Afrikaans, or they passed Afrikaans as a second additional language at school. Participants thus have little or no experience of Afrikaans pronunciation. The users will use the application in addition to their classes.
Most of the participants indicated the following in their questionnaire: pronunciation is a language priority for them, and they want to improve their pronunciation. It is important for them to convey their message clearly and they do not want to offend first-language speakers with pronunciation that is not listener-friendly. They have cell phones, and they are willing to use a gamified application to improve their pronunciation. Some of the participants already use their cell phones for learning-related activities. They have strong preferences regarding a pronunciation application that they can use. The application must, among other features, be cheap (it must not use data); be simple and fun to use; and be effective in helping them achieve their pronunciation goals. Throughout the design of the application, we refer to the preferences of the participants.
According to the data collected during the needs analysis (sound recordings and questionnaire), the first-language English-speaking students do not pronounce the following sounds in a listener-friendly way: /i/, /ɔ/, /œy/, /ø/, /u/, /ə/, /o/, /y/, /k/, /x/, /œ/, /œu/, /e/, /ɛ/, /r/, /f/, /oi/, /a/, /v/, /w/. Sounds that are often substituted are /y/ with /o/, /u/ and /e/; /i/ with /e/; /œ/ with /u/; and /u/ with /o/.
Step 2: Define learning and behavioural goals
The learning and behavioural goals are discussed to gain insight into what exactly is expected from the application.
The learning outcomes are firstly, to teach Afrikaans pronunciation; secondly, to make users aware of the target language phonemes and their orthographic form; and lastly to pronounce the phonemes of the target language in a listener-friendly manner. The behavioural goals are to lower anxiety levels of users in the context of learning their target language and to motivate them to continue learning.
Step 3: Structure the experience
The structuring of the experience comprises three main steps: the user interface, the user experience, i.e. gamification elements, and the learning experience.
Structuring the experience involves the design of the model in terms of the user interface and user experience. The user interface refers to aspects like the buttons, icons, and the user’s overall interaction with the application. We work according to Clearbridge Mobile’s (2020) recommendations for a user interface, which suggest that an excellent user interface is clear, familiar, responsive, and aesthetically appealing. With each of these recommendations in mind, as well as the needs of the participants, we designed the user interface.
User experience refers to the reactions and perceptions of users when they use the application. According to Babich (2018) a good user experience includes the following features: low cognitive load, tasks are divided into smaller sections, the design of the application is consistent, the application places the user in control, the application is designed to handle interruptions, and the content is optimised for mobile devices. By referring to the suggested features of Babich (2018) and the requests of the participants, we suggest features to make the user experience as pleasant as possible.
The use of the term element in gamification element indicates that a gamified application is not a “real” game, but rather that it includes elements of games (Deterding, Dixon, Khaled and Nacke 2011:11). In the design of this application model, we try to balance the use of gamification elements that improve intrinsic motivation as opposed to extrinsic motivation, even though we prefer the former. We also prefer the use of personal elements as opposed to social elements, because it has more advantages for the learning process (Huang and Soman 2013:13). We use nine gamification elements in the design: points, badges, choices, progress boards, levels, sharing of progress on social media, the chance to try again, relevant content, and feedback.
The learning experience is structured next. Educational designers are challenged to create learning experiences that engage and motivate students; to provide them with opportunities to practise building confidence to use their new skills and knowledge; and to provide meaningful feedback to students (Jackson 2016:5). In the design of the learning experience, we attempt to address all these challenges and the participants’ requests. This is done by including the following in the learning experience: guidance on how to shape their mouths during pronunciation (direct instruction); pronounced sounds are not robotic; they can take tests; it includes sound games (bonus content); there are different levels; they can have conversations in different contexts; listening exercises are available; words and sounds are pronounced; and music is used.
We conclude the article by stating principles for the design of a language learning application or language learning in general. These principles are planning, technology, affordances, learning/pedagogical aspect, test/evaluate, and ethical considerations.
Keywords: Afrikaans language acquisition; Afrikaans pronunciation; application; gamification; mobile technology; pedagogical aid; pronunciation model
- This article’s featured image was created by Rodion Kutsaiev and obtained from Unsplash.