Leslie's Profile


Return to: ETAP 623 Fall 2019 (Zhang) | Gammification and Language Learning

About Me

Greetings! My names is Leslie Cruz and I am a secondary Spanish language teacher.

  • Graduate of University of Maryland in Spanish language and Education
  • SUNY Albany Graduate Student in Curriculum Development and Instructional Technology
  • Middle School Spanish Teacher at Scarsdale Middle School
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Intent of Project

The intent of this course is to show educators how to use gaming strategies in a language class by using a popular application of Quizlet with a focus on Spanish language learning.

Gamification in this era of technology has become a popular strategy as teachers and educators better understand the potential that games offer their students, no matter the age. Our students are among the most tech-savvy people due to having early exposure to playing games on a range of devices for nearly their entire lives.

Gamification can be used in many different ways. Whether your students need a better set of flashcards, hands-on experience, or a more memorable experience, gamification gives you the tools to create something that will engage your students. With all of that being said, what are the essential things that educators should know about gamification, in order to harness its full potential? This mini course is a start to understanding better the benefit as well as how to begin to incorporate this useful strategy.

Topics that will be covered:

  • What is gamification?
  • How is gaming impactful to language learning?
  • How to use Quizlet as a gaming tool?
  • How can teachers create their own gamification challenges?

Learning Outcomes

Participants will be able to:

  • explore and understand what gamification is.
  • identify examples of gaming that can be implemented in their content areas.
  • apply gaming strategies to a content area in a lesson.
  • reflect on the effectiveness of gamification in their language classes.

Needs Analysis for Using Gamification Strategies in the Language Classroom.

Intent: While technology implementation in our classes has been a school-wide goal, gamification has been greatly explored across disciplines in all classrooms, but also in language classes. As a member of the World Language department, I have worked with two other colleagues who have continually found the benefits of gaming and language learning. We have created many lessons and applications with a gamification style and framework. The intent of this course to help teachers/participants understand the benefits of gamification as well as learn to apply these strategies to a simple lesson in their classes.

Gathering Information: In order to better understand the need for this course, I presented the idea to my department chair as well as revisited our department goal and school wide goal. My department chair encouraged me to present this course to our department first to see who would be interested and then continue to offer it as a mini-course for the entire staff. Based on the interest of my department, eight members of the department expressed interest in the area of creating a gamified lesson to apply immediately this year in one of their lessons. In the department meeting, a sample lesson with gamification strategies was provided. The department showed great interest in that it was not only applicable instantly but the course is aligned with our department and school goal.

Analysis of the Learner and Context

In general, teachers expressed an interest in learning about the benefits of gamification. Teachers were eager to learn how to create more gaming based lessons with the goal to apply them immediately in their content area. Participants will be able to create as well as share their lessons and activities. There is no need to revise intent and goals for this course.

Performance-Based Objectives

  • Participants will demonstrate an understanding of gamification, by reading and applying strategies to class content.
  • Participants will classify gamification, by exploring and defining examples of game based learning.
  • Participants will incorporate gaming strategies in relation to school-wide learning goals in their learning.
  • Participants will generate a gaming activity or lesson by writing the steps their students will take in their learning process while participating in a gamification learning activity.

Task Analysis

COURSE PURPOSE As a result of participating in this workshop, participants will gain an understanding of the gamification and how to facilitate and create learning opportunities through simple gaming applications and exercises in language classes as well as other disciplines.


Upon completion of this course, participants will be able to:

  • identify what gamification is and how to implement strategies in content lessons
  • analyze the benefits of this learning strategy in a language class
  • review practical application and strategies to create effective gaming learning activities
  • create an appropriate learning activity to implement immediately in a class lesson


Essential prerequisites:

Understanding of concepts, procedures and principles related to: gaming applications like Quizlet, Kahoot, EdPuzzle

Component skills: computer proficiency, familiar with creating student components through computer applications

Supporting prerequisites:

  • Willingness to learn
  • Attending to new material that relates to one's previous experiences
  • Attitude, intrinsically motivated, effective entry characteristics.

Curriculum Map

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References and Resources

  • Araujo, I., & Carvalho, A. A. (2017). Empowering teachers to apply gamification. 2017 International Symposium on Computers in Education (SIIE). doi: 10.1109/siie.2017.8259668
  • Banfield, J., & Wilkerson, B. (2014).Increasing Student Intrinsic Motivation And Self-Efficacy Through Gamification Pedagogy. Contemporary Issues in Education Research (CIER), 7(4), 291–298. doi: 10.19030/cier.v7i4.8843
  • Haiken, M. (2017). 5 ways to gamify your classroom. ISTE BLOG.
  • Kapp, K. (2014). Gamification: Separating fact from fiction. Online: CLOmedia. Retrieved July 1, 2017, from http://cedma-europe.org/newsletter%20articles/ Clomedia/Gamification%20 %20Separating%20Fact%20from%20Fiction% 20(Mar%2014).pdf
  • Kirillov, A. V. (2016). Improvement in the Learning Environment through Gamification of the Educational Process. IEJME - MATHEMATICS EDUCATION, VOL. 11,( NO. 7,).
  • Levin, R. (n.d.). A Practical Way To Apply Gamification In The Classroom. ELearning Industry.