The advantages of gamification for collecting linguistic data: A case study using Word Ladders

Francesca Genovese 1, Marianna Marcella Bolognesi 1 * , Angelo Di Iorio 1, Fabio Vitali 1
More Detail
1 University of Bologna, Bologna, ITALY
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 14, Issue 2, Article No: e202426. https://doi.org/10.30935/ojcmt/14443
OPEN ACCESS   988 Views   605 Downloads   Published online: 04 Apr 2024
Download Full Text (PDF)

ABSTRACT

This paper delves into the integration of gamification techniques within the field of linguistics to enhance data collection for academic research purposes. Through an exploration of the Word Ladders mobile application, designed to elicit hierarchical word associations and therefore linguistic data, the study investigates the potential benefits of gamification in terms of data quality, user experience, and motivation in taking part to the research and to the data collection task. The experimental design examines the advantages of a gamified approach compared to traditional research methods (online surveys), through an experimental session followed by a survey (n=189). Results showed that competition between users is a powerful motivator that can be easily integrated in gamified approaches and less so in classic online surveys, driving engagement and potentially enhancing the scalability of data collection while retaining the quality of data collected in classic lab settings. While challenges persist, our research contributes to the understanding of gamification’s impact on data collection, user experience, and motivation, laying the foundation for transformative advancements in the field of language and communication sciences.
Keywords: gamification, linguistics, cognition, motivation, usability, user-experience

CITATION

Genovese, F., Bolognesi, M. M., Di Iorio, A., & Vitali, F. (2024). The advantages of gamification for collecting linguistic data: A case study using Word Ladders. Online Journal of Communication and Media Technologies, 14(2), e202426. https://doi.org/10.30935/ojcmt/14443

REFERENCES

  • AlSaad, F. M., & Durugbo, C. M. (2021). Gamification-as-innovation: A review. International Journal of Innovation and Technology Management, 18(05), 2130002. https://doi.org/10.1142/S0219877021300020
  • Benini, S., & Thomas, M. (2021). A critical review of research on gamification and second language acquisition. In M. Peteson, M. Thomas, & K. Yamazaki (Eds.), Digital games and language learning (pp. 9-46). Bloomsbury. https://doi.org/10.5040/9781350133037.ch-002
  • Bolognesi, M., Collacciani, C., Ferrari, A., Genovese, F., Lamarra, T., Loia, A., Rambelli, G., Ravelli, A. A., & Villani, C. (2024). Word Ladders: A mobile application for semantic data collection. arXiv:2404.00184 [cs.CL]
  • Bonetti, F., & Tonelli, S. (2021). Measuring orthogonal mechanics in linguistic annotation games. Human-Computer Interaction, 5, 265. https://doi.org/10.1145/3474692
  • Brooke, J. (1996). SUS–A quick and dirty usability scale. In P. W. Jordan, B. Thomas, B. A. Weerdmeester, & I. L. McClelland (Eds.), Usability evaluation in industry (pp. 189-194). Taylor & Francis.
  • Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 934-957. https://doi.org/10.1080/09588221.2019.1648298
  • DeRight, J., & Jorgensen, R. (2015). I just want my research credit: frequency of suboptimal effort in a non-clinical healthy undergraduate sample. Clinical Neuropsychology, 29(1), 101-117.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). https://doi.org/10.1145/2181037.2181040
  • Elciyar, K. (2015). Social mobile gaming and user practices. Online Journal of Communication and Media Technologies, 5, 141-156. https://doi.org/10.30935/ojcmt/5680
  • Eryigit, G., Bektas, F., Ali, U., & Dereli, B. (2021). Gamification of complex morphology learning: The case of Turkish. Computer Assisted Language Learning, 36(8), 1421-1449. https://doi.org/10.1080/09588221.2021.1996396
  • Eryigit, G., Sentas, A., & Monti, J. (2023). Gamified crowdsourcing for idiom corpora construction. Natural Language Engineering, 29(4), 909-941. https://doi.org/10.1017/S1351324921000401
  • Fellbaum, C. (2005). WordNet and wordnets. In K. Brown, & R. E. Asher (Eds.), Encyclopedia of language and linguistics (pp. 665-670). Elsevier. https://doi.org/10.1016/B0-08-044854-2/00946-9
  • Flatla, D. R., Gutwin, C., Nacke, L. E., Bateman, S., & Mandryk, R. L. (2011). Calibration games: Making calibration tasks enjoyable by adding motivating game elements. In Proceedings of the ACM Symposium on User Interface Software and Technology (pp. 403-412). ACM. https://doi.org/10.1145/2047196.2047248
  • Germine, L., Nakayama, K., Duchaine, B. C., Chabris, C. F., Chatterjee, G., & Wilmer J. B. (2012). Is the Web as good as the lab? Comparable performance from Web and lab in cognitive/perceptual experiments. Psychonomic Bulletin & Review, 19(5), 847-857. https://doi.org/10.3758/s13423-012-0296-9
  • Gundry, D., & Deterding, S. (2019). Validity threats in quantitative data collection with games: A narrative survey. Simulation & Gaming, 50(3), 302-328. https://doi.org/10.1177/1046878118805515
  • Hammady, R., & Arnab, S. (2022). Serious gaming for behaviour change: A systematic review. Information, 13(3), 142. https://doi.org/10.3390/info13030142
  • Hawamdeh, M., & Soykan, E. (2021). Systematic analysis of effectiveness of using mobile technologies (MT) in teaching and learning foreign language. Online Journal of Communication and Media Technologies, 11(4), e202124. https://doi.org/10.30935/ojcmt/11256
  • Ishaq, K., Zin, N. A. M., Rosdi, F., Jehanghir, M., Ishaq, S., & Abid, A. (2021). Mobile-assisted and gamification-based language learning: A systematic literature review. PeerJ Computer Science, 7, e496. https://doi.org/10.7717/peerj-cs.496
  • Kim, Y., Kogan, V. V., & Zhang, C. (2023). Collecting big data through citizen science: Gamification and game-based approaches to data collection in applied linguistics. Applied Linguistics. https://doi.org/10.1093/applin/amad039
  • Krisbiantoro, B. (2020). The effectiveness of gamification to enhance students’ mastery on tenses viewed from students’ creativity. Journal of Advanced Multidisciplinary Research, 1(2), 73-97. https://doi.org/10.30659/jamr.1.2.73-97
  • Long, B., Simson, J., Buxó-Lugo, A., Watson, D. G., & Mehr, S. A. (2023). How games can make behavioral science better. Nature, 613(7944), 433-436. https://doi.org/10.1038/d41586-023-00065-6
  • Lumsden, J., Edwards, E. A., Lawrence, N. S., Coyle, D., & Munafò, M. R. (2016). Gamification of cognitive assessment and cognitive training: A systematic review of applications and efficacy. JMIR Serious Games, 4(2), e11. https://doi.org/10.2196/games.5888
  • McPherson, J., & Burns, N. R. (2007). Gs invaders: Assessing a computer game-like test of processing speed. Behavior Research Methods, 39(4), 876-883. https://doi.org/10.3758/BF03192972
  • Ogawa, H., Nishikawa, H., Tokunaga, T., & Yokono, H. (2020). Gamification platform for collecting task-oriented dialogue data. In Proceedings of the 12th Language Resources and Evaluation Conference (pp. 7084-7093).
  • Purgina, M., Mozgovoy, M., & Blake, J. (2020). WordBricks: Mobile technology and visual grammar formalism for gamification of natural language grammar acquisition. Journal of Educational Computing Research, 58(1), 126-159. https://doi.org/10.1177/0735633119833010
  • Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023
  • Reeves, B., & Read, J. L. (2009). Total engagement: Using games and virtual worlds to change the way people work and businesses compete. Harvard Business School Press.
  • Reiners, T., Wood, L. C., Gregory, S., & Teras, H. (2015). Gamification design elements in business education simulations. In M. Khoshrow-Pour (Ed.), Encyclopedia of information science and technology. IGI Global. https://doi.org/10.4018/978-1-4666-5888-2.ch298
  • Ritterfeld, U., Cody, M., & Vorderer, P. (2009). Serious games: Mechanisms and effects. Routledge. https://doi.org/10.4324/9780203891650
  • Ro, M., Brauer, M., Kuntz, K., Shukla, R., & Bensch, I. (2017). Making cool choices for sustainability: Testing the effectiveness of a game-based approach to promoting pro-environmental behaviors. Journal of Environmental Psychology, 53, 20-30. https://doi.org/10.1016/j.jenvp.2017.06.007
  • Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological perspectives on motivation through gamification. Interaction Design and Architecture(s) Journal, 19, 28-37. https://doi.org/10.55612/s-5002-019-002
  • Sevastjanova, R., Jentner, W., Sperrle, F., Kehlbeck, R., Bernard, J., & El-Assady M. (2021). QuestionComb: A gamification approach for the visual explanation of linguistic phenomena through interactive labeling. ACM Transaction on Interactive Intelligent Systems, 11(3-4), 19. https://doi.org/10.1145/3429448
  • Sever, N. S., Sever, G. N., & Kuhzady, S. (2015). The evaluation of potentials of gamification in tourism marketing communication. International Journal of Academic Research in Business and Social Sciences, 5(10), 188-202. https://doi.org/10.6007/IJARBSS/v5-i10/1867
  • Short, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517-554. https://doi.org/10.1080/09588221.2021.1933540
  • Smiderle, R., Rigo, S. J., Marques, L. B., de Miranda Coelho, J. A. P., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7, 3. https://doi.org/10.1186/s40561-019-0098-x
  • Smith, A., Legaki, N., & Hamari, J. (2022). Games and gamification in flipped classrooms: A systematic review. In M. Bujic, J. Koivisto, & J. Hamari (Eds.), Proceedings. 6th International GamiFIN Conference 2022 (GamiFIN 2022) (CEUR Workshop Proceedings, Vol. 3147, pp. 33-43). CEUR-WS.org.
  • UCL News. (2013). The Great Brain experiment: Crowdsourcing data on how we think and act. https://www.ucl.ac.uk/news/2013/mar/great-brain-experiment-crowdsourcing-data-how-we-think-and-act
  • Verduin, M. L., LaRowe, S. D., Myrick, H., Cannon-Bowers, J., & Bowers, C. (2013). Computer simulation games as an adjunct for treatment in male veterans with alcohol use disorder. Journal of Substance Abuse Treatment, 44, 316-322. https://doi.org/10.1016/j.jsat.2012.08.006
  • Waluyo, B., Phanrangsee, S., & Whanchit, W. (2023). Gamified grammar learning in online English courses in Thai higher education. Online Journal of Communication and Media Technologies, 13(4), e202354. https://doi.org/10.30935/ojcmt/13752
  • Welbers, K., Konijn, E., Burgers, C., & de Vaate, A. (2019). Gamification as a tool for engaging student learning: A field experiment with a gamified app. E-Learning and Digital Media, 16(2), 92-109. https://doi.org/10.1177/2042753018818342
  • Wright, W., & Bogost, I. (2007). Persuasive games: The expressive power of videogames. MIT Press.
  • Zheltukhina, M. R., Kislitsyna, N. N., Panov, E. G., Atabekova, A., Shoustikova, T., & Kryukova, N. I. (2023). Language learning and technology: A conceptual analysis of the role assigned to technology. Online Journal of Communication and Media Technologies, 13(1), e202303. https://doi.org/10.30935/ojcmt/12785
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media.