Improving Writing and Speaking of French among Ghanaian Tertiary Students through Gamification
Gamification has been suggested to make teaching and learning more motivating and more enjoyable to students. Notwithstanding numerous studies on gamification impact on learning, little empirical studies have sought to apply the concept in the teaching and learning of French
Language. This study explores effectiveness of gamification in the study of French Language in educational curriculum by using the “Appiahene Gamification Model” (AGM). This study investigated the potential impacts of integrating gamification into the study of a language using 40
tertiary students. The students were randomly grouped into Experimental Group (20) and Control Group (20). The results show that, the use of gamification in improving the writing and speaking of French Language was impactful on the students. It was also revealed that, on average the
performance of students who used the Gamification to support their learning in French was higher than those who did not use them. The proposed Gamification application would have implications for a wide range of teaching and learning; and identifies areas for further research. The model and the findings of the study can be used to formulate recommendations towards the design of gameful instruction in other study areas.