Ludic resonances in students’ engagement​ by means of Plickers Artificial Intelligence​ in English acquisition at university​

Enfoque

Introduction:

Artificial intelligence stands out as a recent deed in human history, empowering the creation of machines capable of emulating human reasoning within neuron clouds. This transformative capability is reshaping individual and collective behavioral trends.

In the realm of education, the incorporation of artificial intelligence into the daily practices of teachers and the performance of learners is addressing longstanding issues while paving the way for new approaches to how students build their knowledge and skills.

Furthermore, AI can assume mechanical tasks that traditionally consume human resources, particularly in the busy schedules of educators. The time-intensive process of assessment, for instance, can be streamlined and centralized by AI, leading to significantly more efficient outcomes.

Research goals:

This conference paper aims to explore effects of the introduction of a gamification factor in the university teaching of English as a foreign language by means of expanding technological resources with AI traits, such as Plickers.

Discussion and results:

The motivation for the optionality to resort to the exportation of native gaming dynamics into education would be oriented by the virtual ubiquity of gaming resources in the so-called Z generation, which is theorised to range from 1994 to 2007 citizens in the advanced societies of the Western world and constitutes the majority of university students who have recently completed their university studies or are to enter the university system in the next years.

Beside facilitating the assessment of students’ language and communication skills by enabling the creation of multiple-choice questions through its web interface, Plickers would exploit the ludic factor generally attributed to quizzes. To these regards, it noteworthy that self competence for improvement and the ambition of attaining a better result with no comparative possibilities with the mass of equals in the teaching-learning environment constitutes a fairly efficient approach to both feedback and the management of the self-produced results.

Concluding remarks:

Remarkably enough, the particular outcomes of English acquisition process, as measured by means of either formative or summative Plickers’ tests,  will remain at the disposal of both teachers and students, while being concealed to those components of the educational community who shall not be concerned about specific pupils’ performance.