VOL. 4 (2024)

ISSN 2952-2013 pp. 65-79

https://doi.org/10.33776/linguodidactica.v4.8369

The development of multiliteracy in English as a

Foreign Language through a gamiﬁed project:

Stranger disappearance

Desarrollo de la multialfabetización en inglés como lengua extranjera a

través de un proyecto gamiﬁcado: Stranger disappearance

Carmen Toscano Fuentes

University of Huelva (Spain)

Elisabeth Sánchez Gago

University of Huelva (Spain)

Resumen:

Nuestra sociedad está inmersa en un entorno tecnológi-

co que inﬂuye no sólo en el proceso de aprendizaje de

los alumnos, sino también en los enfoques metodológi-

cos. Los adolescentes pasan parte de su tiempo libre ju-

gando con videojuegos o publicando posts en sus redes

sociales a través del móvil. Este interés hacia los juegos

tecnológicos puede ser la excusa ideal para implantar

metodologías donde la tecnología tenga cabida. Ade-

más, estos cambios sociales han transformado el con-

cepto de alfabetización, es decir, cómo leer y escribir, en

la noción de multialfabetización (Cope & Kalantzis, 2009;

New London Group, 1996) donde estas competencias se

desarrollan no solo de manera impresa sino atendiendo

al concepto de multimodalidad. Una de las metodolo-

gías activas que se podrían implementar a la hora de en-

señar inglés como lengua extranjera es la gamiﬁcación,

pues ayudaría a mejorar el proceso de alfabetización

combinado no solo material impreso sino visual, auditivo

y escrito. Una de las ventajas de esta metodología activa

es el aumento de la motivación y el compromiso hacia

el proceso de aprendizaje. Sin embargo, llegar a ser un

lector ﬂuido en inglés como lengua extranjera no es ta-

rea fácil, pues no existe una correspondencia total entre

los grafemas y los fonemas diﬁcultando la comprensión

de lo escrito. Debido a esto, el objetivo de este estudio

ha sido comprobar si la implementación de un proyecto

gamiﬁcado podría reforzar el proceso de alfabetización

múltiple y aumentar la motivación hacia el proceso de

aprendizaje. Los resultados muestran que se ha produci-

do una mejora no sólo en la comprensión escrita de los

textos, sino también en el nivel de motivación hacia el

trabajo de esa destreza especíﬁca.

Palabras claves:

Comprensión lectora, gamiﬁcación, inglés como lengua

extranjera, motivación; multialfabetización.

Fecha de aceptación: 02 de septiembre de 2024

Abstract:

Our society is immersed in a technological environment

which inﬂuences not only students learning process but

also the methodological approaches. Teenagers spend

part of their free time playing with videogames or pu-

blishing posts on their social networks through their

cellphones. This interest towards technological games

can be the excuse to implement methodologies where

technology takes place. Besides, these social shifts have

transformed the concept of literacy, that is how to read

and write into the notion of multiliteracy (Cope & Kalant-

zis, 2009; New London Group, 1996) where these two

skills are developed through multimodal channel not

only the written mode. One of the active methodologies

which could be implemented when teaching English as

a foreign language is Gamiﬁcation since it could foster

the development of literacy through a multimodal chan-

nel since it combines visual, auditory and written mode.

One of the advantages of this active methodology is the

increase of motivation and engagement towards the

learning process. However, to become a ﬂuent reader in

English as a Foreign Language is not an easy task since

there is not a total correspondence between the gra-

phemes and phonemes hindering the comprehension

of what it is written. The purpose of this study has been

to prove if the implementation of a gamiﬁed project

could strengthen the multiliteracy process and increa-

se motivation towards the learning process. The results

show there have been an improvement not only in the

comprehension of written texts but also in the level of

motivation towards the work of that speciﬁc skill.

Keywords:

English as a Foreign language, Gamiﬁcation, Motivation,

Multiliteracy, Reading comprehension.

Fecha de recepción: 01 de julio de 2024

The development of multiliteracy in English

as a Foreign Language through a gamiﬁed

project: Stranger disappearance

Desarrollo de la multialfabetización en inglés

como lengua extranjera a través de un proyecto

gamiﬁcado: Stranger disappearance

Carmen Toscano Fuentes

University of Huelva (Spain)

Elisabeth Sánchez Gago

University of Huelva (Spain)

Contacto:

carmen.toscano@dﬁng.uhu.es

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Reading in English as a foreign language is a complex process which develops situations of anxiety

and demotivation in the adolescent learners due to the lack of correspondence between graphe-

mes and phonemes, preventing them understand the message. In addition, the National and In-

ternational reading tests such as Pisa (2022) place Spanish participants´ reading comprehension in

mother tongue below the European average due to the lack of reading habits, what makes it difﬁcult

to learn an appropriate foreign language. Nowadays, teenagers spend part of their free time in front

of a screen playing (Gómez-Gonzalvo et al., 2020) or interacting with social networks since they feel

conﬁdent with technology.

This social change has had an impact on the educational life of the school (Renandya & Widodo,

2016). The use of cell phones, tablets or laptops has transformed the classroom into a technological

learning environment (Kay & Schellenberg, 2019) where students are encouraged to be involved in

active tasks to guarantee their learning (Şahin et al., 2019). This situation, where teenagers have ac-

cess to their devices in class could improve both the attitude towards the learning situation and the

development of communicative competence in a foreign language.

The implementation of speciﬁc technological tools such as Kahoot, Quizlet, Educaplay, among

others (Peña-Acuña, 2024) could be beneﬁcial for this population since they could learn a language

while developing their digital literacy. One of the active methodologies that gathers both learning

while playing videogame is gamiﬁcation (Varannai et al., 2017; Xu et al., 2021, Rubio-Alcalá et al.,

2023). This reality and interest towards technological games can be the excuse to implement this

methodology when teaching English as a foreign language (Orta &Peña-Acuña, 2022). Besides, as

scientiﬁc literature encourages gamiﬁed environments could increase learners’ motivation and en-

gagement due to the nature of the methodology which is based on game mechanics (Hanus & Fox,

2015; Millis et al., 2017; Noroozi et al., 2019). This playful atmosphere reduces the anxiety, and the

fear students suffer when facing the learning of a new language (Rafek et al., 2014; Rubio, 2004)

and beneﬁts pupils´ mental and emotional state to successfully acquire the linguistic competence

(Ardoiz, 2017; Author, 2024).

As a result of the hazard task of becoming literate in English in a technological changing world whe-

re multimodality should be promoted to acknowledge all the students´ learning styles, this study

wants to aim if the implementation of a gamiﬁed project in English could improve not only the deve-

lopment of multiliteracy but also, the motivation towards the study of reading comprehension and

writing production in a foreign language.

The technological and social changes have transformed the traditional concept of literacy, deﬁned

as the development of reading, and writing in an impress mode into the notion of multiliteracy

(New London Group, 1996), which takes into consideration not only the printed texts but also the

linguistic, auditory, visual, gestural, and spatial ones (Cope and Kalantzis 2009; New London Group

1996). The New London Group (1996, p. 61) coined this new term of multiliteracies adapting to the

“realities of increasing local diversity and global connectedness”. So, to become literate in language,

participants must read and write in a wide variety of modes both digitally and in the written form

(Kalantzis & Cope, 2016; New London Group, 1996).

1. Introduction

2. Theoretical Framework

2.1. Difﬁculty in getting multiliteracy in English

as a Foreign Language

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One of the main problem adolescents triggers when learning English as a foreign language is the

demotivation towards the reading process due to two reasons. The ﬁrst one is the lack of correspon-

dence between graphemes & phonemes since English is considered an opaque language (Seymour

et al., 2003). Due to that, it is compulsory for readers to sound the text ﬁrst if they pretend to unders-

tand the message (Fonseca, 2013). Several are the stages to be able to decode a text.

1. Readers need to associate the graphemes or written words to its phonemes or pronunciation.

2. Then, they must connect the word´s sounds with their visual image to get the meaning.

3. Finally, the word meaning will be stored in the memory to be recovered when it was necessary

(Cunningham, 2006; Maloney et al., 2009).

The second reason is that Spanish students are not considered good readers in their mother tongue.

According to the results provided by the Pisa survey in 2022, there is a decline in reading performan-

ce in 15-year-old students, positioning Spanish learners slightly below the average of the European

Union (Organization for Economic Cooperation and Development, OECD, 2022). Besides, these

difﬁculties in their mother tongue are transferred to the foreign language process (Fonseca-Mora

& Fernández-Corbacho, 2017), making the procedure even harder. These disadvantages provoke

students’ demotivation and anxiety when confronting the reading in English.

The use of gamiﬁcation could minimize these problems since it could promote motivation (Morthy &

Abdul Aziz, 2020), reduce participants´ anxiety level (Maloney, 2019) and combine different modes

of communication in a very recreational, attractive, and entertaining way due to their digital video-

game format.

Many authors such as Vygotsky (1978) or Piaget (1999) have declared that playing has a high educa-

tional value because it facilitates the acquisition of new contents, improves attention, memorization,

producing a pleasant and rewarding way of learning. However, it is important to distinguish between

educational games and gamiﬁcation since it seems to be the same, but it has substantial differences

(Kapp, 2012; Werbach & Hunter, 2015).

For Huizinga (1939) educational game is a free action that takes place within certain temporal and

spatial limits since it has an end; it has obligatory rules which must be accepted; it has a winner

what it implies tension at the same time they are enjoying. On its part, Kapp (2012, p.7) describes

educational games as a “system in which the players participate in an abstract challenge, deﬁned

by rules, interactivity and feedback, which translates into a quantiﬁable outcome that often elicits an

emotional reaction”.

On the other hand, gamiﬁcation is deﬁned as the practice of incorporating game mechanics and

dynamics into non-game contexts (Dichev & Dicheva, 2017; Seaborn & Fels, 2015). So, the main di-

fference between both is that in the educational games the content is developed while playing (Jo-

hnson et al., 2005) and the game mechanisms stimulate participants’ interest (Song & Zhang, 2008),

whereas in gamiﬁcation the game elements are used to engage learners with the content to progress

1.2. Gamiﬁcation for educational purpose: the

improvement of motivation towards reading

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toward a goal. A well-designed gamiﬁcation implies an engaging narrative (Hanus & Fox, 2015; Xu

et al., 2021) where the participants must cooperate in the mission to get a common goal (Jahn et al.,

2021). Besides, this should include several mechanics such as avatars, badges, virtual points, awards,

etc. (Osatuyi et al., 2018; Palová & Vejačka, 2020 & Vrcelj et al. 2023). Nevertheless, a suitable gami-

ﬁcation implies overcoming challenges through interaction (Bovermann & Bastiaens, 2018; Jahn et

al., 2021), well-structured design, continuous feedback (Bovermann & Bastiaens, 2018, Ortiz Rojas

et al., 2017 & Schobel et al., 2020) and must provoke what Csíkszentmihályi (1990) deﬁnes as ﬂow,

which is a state reached by an individual when he/she is totally focused on the enjoyment of the ac-

tivity he/she is carrying out instead of paying attention to the learning.

Many are the positive effects of including gamiﬁcation in the learning process such as:

- The development of communicative skill, digital skill, critical learning, interaction, collabora-

tion, problem- solving (Newcombe and Brick, 2017);

- Learning outcomes in general (Reinhardt, 2019) and English as a foreign language (Sundqvist

& Wikstreom, 2015);

- Motivation and engagement (Baptista & Oliveira, 2018; Kapp, 2012; Nieto-Escamez & Rol-

dán-Tapia, 2021; Park & Kim, 2021; Xu et al., 2021).

- Deep learning and critical thinking (Kapp, 2012).

Despite the advantages gamiﬁcation can bring to education, there are some authors who empha-

size the idea that the use of devices can disrupt students’ learning since they can waste their time

reading and answering text messages or browsing non-relevant websites (Santos & Bocheco, 2017).

Nevertheless, if the adolescents are engaged and motivated with the gamiﬁcation project, they will

not waste their time with other tasks. An engaging topic is crucial to motivate them and avoid dis-

traction. So, this methodology could be a good one to promote motivation towards the learning of

reading, to improve multiliteracy and to attend individual differences.

The main aim of this research is to ﬁnd out if a gamiﬁed project based on the series Stranger things

would be beneﬁcial for baccalaureate students, both to promote multiliteracy and to increase moti-

vation to learn English as a foreign language. To answer the study objective, a mixed methodology

was implemented, as explained in sections 3.3 and 3.4.

A total of 55 learners, 31 girls and 24 boys, aged between 16 and 17, students in the ﬁrst year of

the baccalaureate are the participants selected for this research. All belong to a high and stable

socio-economic status, and study at a private high school located in the south of Andalusian region

(Spain). They are divided into two groups. Among the participants, there is only one student with

special needs, who has an attention deﬁcit disorder (ADD) but that person does not need special

adaptation to the materials. All of them struggle to comprehend written texts, particularly when ex-

3. Methods

3.1. Objectives

3.2. Participants

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tracting speciﬁc information and understanding the use of language, puns, and literary devices. A

vast majority of students (71%) attend English lesson privately in the evenings.

Several instruments have been carried out to collect mixed data from this research:

- A questionnaire to check participants´ interests about the type of series they consume, and

the methodology previously implemented in their English lessons (quantitative and qualitative

data).

- English written assessment test (quantitative data).

- An adaptation of AMBT (Attitude and Motivation Battery Test) (Gardner,1985) (quantitative

data).

- Individual interview about the implementation of the gamiﬁed project in the English lesson

(qualitative data).

- Direct observation through teacher´s diary (qualitative data).

A gamiﬁed project based on Netﬂix series Stranger Things has been the methodology implemented

in this research. It was developed through the second term of the academic year 2022-2023 in the

English lessons (three one-hour sessions per week) and it was titled “The Stranger Disappearance”.

First, a video about the goal of the game was introduced to hook participants towards the story1.

The main objective of this gamiﬁcation is that each cooperative group of students investigate throu-

ghout the different missions where Eleven is. To get the clues which have been hidden in the seven

missions proposed in this gamiﬁcation, each group must complete a number of diverse listening,

reading and writing activities in English through the use of their tablet or computer. Among the

tasks, students must record a video; decode a scratched poster and create a similar one; answer an

e-mail; write a podcast and record it; decipher an image or picture to get the answer of a problem;

write a text message to the kidnappers, etc. Even though all the skills are taken into consideration,

this project develops reading and writing speciﬁcally since both are the ones assessed in the EBAU

(University Entrance exam) and students of this research are preparing this exam in English. Besides,

they were designed to fulﬁll the multiliteracy principle. All these missions and activities were lodged

in a website designed for this project2.

1 https://www.youtube.com/watch?v=ngLgHn_MwVc

2 https://sites.google.com/view/strangerdisappearance/home?authuser=0

3.3. Instruments

3.4. Teaching intervention phases

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Picture 1. Website homepage

Source: Adaptation of Stranger things series´ picture (Neftlix)

In this site, students have access to the goal of the game; the rules of how to participate in it; the

different roles students have to achieve in their group; the instructions of the seven missions they

have to complete to end the game successfully to discover where the main protagonist is; the in-

formation about how to get points to be able to both to have access to the following mission and

to pass the English subject since all the activities are assessed and each learner gets individual and

group grade; a leaderboard displayed with the score they are getting individually and in group;

information about how to get extra achievements if they complete extra activities and the instruc-

tions how and when they can get status cards which would give them some privileges in the game.

It is important to pinpoint that students are not allowed to change from one mission to another one

unless they get the access code which opens the following mission and a speciﬁc number of points

and rewards to guarantee that the activities have been developed properly what it means they had

acquired the learning goal. The whole game will conclude when each group successfully fulﬁls the

seven missions and ﬁnd where the main protagonist is. At the end of the project, each group has to

be able to complete a gymkhana with all the clues obtained throughout the different missions and

to upload the portfolio into Moodle to be assessed by a rubric. This would include all the mini tasks

they had done on the website.

First of all, a questionnaire was administered to check participants´ interests about the type of se-

ries they consumed, and the methodology previously implemented in their English lessons. All the

participants (100%) usually watched series of which only 21% heard them in English with subtitles in

Spanish. The rest, 69%, watched it in Spanish. The participants consumed a variety of series genres

4. Results

4.1. Interest test about the consumption

of TV series and the methodology already

implemented in the English class

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although all of them except one adolescent were followers of the Neftlix series “Stranger Things”.

That was the main reason for choosing this series instead of another.

As regards as methodology is concerned, none of the respondents knew what gamiﬁcation consis-

ted of and they remarked that their English lessons did not pursue a speciﬁc methodology since they

followed the textbook. They worked mainly individually and in rare occasions in pairs. Almost half

of the population, 40% had worked with projects in Pre-primary and Primary education but none of

them did in the secondary stage. Finally, 100% had some experience playing with videogame either

in their cell phones or in their computers. This information guided the decision of the methodology

selected and the engaging mission they had to follow throughout the learning situation.

The next step in the research was the administration of a written English test at the beginning and at

the end of the intervention to check participants´ linguistic competence in English. The results obtai-

ned are presented in the following Table:

Table 1. Written test results

Written test grade

(before the research)

Written test grade

(after the research)

A+ (Matricula de honor)

(10 points out of 10) 1% 2%

A (Sobresaliente)

(Between 8-9 points) 8% 13%

B (Notable)

(Between 7-8points) 16% 19%

C (Bien)

(Between 6-7points) 33% 39%

D (Suﬁciente)

(Between 5-6 points) 30% 19%

F (Insuﬁciente)

(less than 5 points) 12% 8%

Source: own elaboration

The results show that at the beginning of the study, the 63% of the participants were between C and

D, that is, they got between 5 and 7 points in their exam; 24% got good marks between 7-9 points

out of 10; only1% was able to complete the exam without mistake and 12% failed the written exam.

After the implementation of the gamiﬁed project, the results improved a little bit, but they were not

signiﬁcant since most of the participants (58%) continued between the C and D grade. Nevertheless,

there was an improvement since the 21% of the participants moved from level D to C. The failure rate

was reduced by 3%, from 12% to 8%. However, the rest of the data was quite similar.

4.2. English written assessment test

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The last stage before the implementation of the gamiﬁed project was the administration of a pre

and post questionnaire about student´s motivation level towards learning English. The results can

be checked in table 2 below:

Table 2. AMBT Motivation results

Pre-test Post-test

High Medium Low High Medium Low

My motivation to learn English is 25.45% 49.1% 25.45% 49.63% 29.83% 20.54%

My interest in foreign languages is 12.73% 36.37% 50.90% 27.81% 31.55% 40.64%

My attitude toward learning English is 23.63% 63.64% 12.73% 36.4% 56.33% 7.27%

My attitude toward my English teacher is 10.96% 63.64% 25.45% 36.4% 56.33% 7.27%

My attitude toward my English course is 23.63% 63.64% 12.73% 60.18% 32.55% 7.27%

My parents encourage me to learn English 81.82% 0% 18.18% 81.82% 0% 18.18%

Source: own elaboration

The data collected afﬁrmed that there has been a change in the motivation towards the learning of

English. At the beginning of the study, half of the answers (49.1%) felt indifferent towards learning

English. However, after having implemented the gamiﬁcation methodology half of the participants

(49.63%) felt motivated in the English lessons. Besides, their interest towards learning new langua-

ges also changed a little bit since at the beginning only 23.63% was interested in learning new lan-

guages, 36.37% felt indifferent and the other half (50.90%) was not sympathetic with that.

After the implementation, the number of students interested in foreign languages increased from

23.63% to 27.81% and the number of pupils without interest in learning other languages reduced

in 10% from 50.90% to 40.64%. Finally, the attitude towards the lessons, the teacher and the pro-

cess of learning English improved due to the implementation of a gamiﬁed project. It is interested

to pinpoint that the results from the attitude towards learning English and the attitude towards the

English course were identical. The perception of the English teacher also improved from 10.96% to

36.4%. However, there are many students whose perception of the teacher is negative (7.27%) or

indifferent (32.55%).

Qualitative data was obtained through direct observation through a teacher´s diary. At the beginning

of the research, students felt anxious and fearful about the implementation of the new methodology

because it was a challenge for them to change their daily routine. They have been working with the

textbooks the last ﬁve years and they felt their English grade would be affected by this new metho-

dology. Many of them were worried about the English EBAU exam. They had to begin working in

cooperative groups, with new technologies such as tablets, computers, and cell phones since most

of the activities had to be completed online and in groups.

4.4. Direct observation

4.3. Motivation questionnaire

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The ﬁrst two weeks were complex for both the teacher and the students. Lessons were noisy, and

many students did not know what they have to do, how to manage time, what their role in their group

was. Besides, they had to get used to working cooperatively, to share information and knowledge

among the members to be able to complete the variety of activities proposed cooperatively. This

process was hard for them. Nevertheless, once groups understood the dynamics and the rules of

the new methodology, their role in the group, the different cooperative structures and the necessity

to work cooperatively to success, they became autonomous, and the professor only had to solve

doubts and help each group individually.

The video presenting the project, and the webpage was well valued among the students. Besides,

working with digital tools, especially videogames, had a positive response among the participants

and the learning environment. Most of the students felt motivated by the series decision, the game

mechanics and the idea of working cooperatively. Sometimes they were under the impression that

they had not learned anything in the lesson since they had spent 45 minutes playing with a videoga-

me. However, when the teacher asked them questions about a grammatical structure, vocabulary, or

a concept all of them were able to answer correctly.

Students with a slightly lower English level beneﬁted from this type of grouping and the methodo-

logy implemented since they did not only receive explanations from the teacher, but also from their

peers, what helped them much more to understand what to do and how to do it. Besides, although

at the beginning they were anxious and felt uncapable of participating because they thought their

level was not the suitable one, their role in the group obliged them to be active, so their self-percep-

tion improved and they began feeling more integrated, useful, and motivated. Their impression can

be read in students’ evaluation in Annex 1.

The individual interview carried out at the end of the study afﬁrmed that 94% of the participants´

answers showed complete satisfaction towards the implementation of a gamiﬁed project since they

perceived the game was designed especially for them and they were the protagonist of their own

learning. This is a signiﬁcant result. Their level of motivation increased signiﬁcantly once they got

involved in the project and the perception of boredom towards the English subject diminished.

Students are immersed in a world surrounded by technology and the educational system should in-

clude them in the learning process since their usage can make it more memorable and meaningful.

According to Ausubel (1963, p.58) “meaningful learning is the human mechanism, per excellence,

for acquiring and storing the immense number of ideas and information represented in any ﬁeld of

knowledge”.

Gamiﬁcation helps students learn in a healthy competitive atmosphere (Rajendran et al., 2019) while

they are developing their communicative & digital skill, critical learning, interaction, collaboration,

problem- solving (Newcombe and Brick, 2017), learning outcomes in English as a foreign language

(Azar & Tan, 2020; Sundqvist & Wikström, 2015), motivation and engagement (Nieto-Escamez & Rol-

4.5. Individual interview results

6. Discussion and conclusions

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dán-Tapia, 2021; Park & Kim, 2021) and participation in meaning-making activities. These non-threa-

tening and fun environment beneﬁts participants in the development of linguistic competence whe-

re students become conscious of their own process.

The main objective of this study was to foster multiliteracy through a gamiﬁed project to both pro-

mote motivation towards the reading process and to develop reading comprehension and written

production of English texts. The ﬁndings of this study are in line with those of Raﬁq et al. (2019) and

Hashim et al. (2019), where students’ perceptions about language learning games were surprisingly

positive; they found them fun, attractive, encouraging, motivating aside from games helped impro-

ve their self-esteem and learning experience. Besides, students learnt English by doing and having

fun what it is one of the advantages of gamiﬁcation. It also favored students to learn from their mis-

takes immediately after they had ﬁnished the activity what improved their English language skills. By

including gamiﬁcation elements into instruction, shy students participated more in the English lan-

guage learning activities. Therefore, gamiﬁcation helped teachers improve and evaluate students’

language skills quickly.

After the implementation of this intervention programmed, many of these positive effects were de-

veloped in the participants of this study. They were active agents who enjoyed the dynamics, were

eager to learn and manage to work with different ICT tools, necessary for their future lives. The use

of cooperative work and gamiﬁcation in the ﬁrst baccalaureate level has proven to be very effecti-

ve as methodological tools to encourage motivation, participation and commitment changing the

learning perspective from a passive to a meaningful one. The fact that students were immersed in

an environment of leisure and play provoked curiosity and desire to learn. This effect is important as

Csikszentmihalyi stated in (1990, p. 51): “Interest arises spontaneously when the activity is pleasura-

ble and therefore valuable in itself”.

On the other hand, working cooperatively was also beneﬁcial since they developed their emotional

and social skills necessary for their future job. Besides, with this type of methodology participants

developed the ability to select and validate truthful information and the autonomy to understand

and produce texts with clarity, coherence, cohesion, correctness, and appropriateness throughout

technology, what it would last longer since they are active participants, as Dewey explained (1938,

p.63 ) “learning that results in doing, and doing that is educative, are identical Learning that results

in doing, and doing that is educative, are identical “. Similarly, cooperative work fostered the deve-

lopment of emotional and social skills that are essential for life in society. It teaches pupils to work

collaboratively with others, as Vygotsky argued. This idea is also supported by Keller, who argued

that collaborative work allows for greater achievement, as Lash 1980 (p. 489) stated in his work

about Helen Keller.

In conclusion, the implementation of a gamiﬁed project in Baccalaureate has been positive and

beneﬁcial for the participants since has enable them to develop their linguistic and digital compe-

tence autonomously in different communicative situations in a motivational and saved environment.

However, it had some limitations since reading and writing are two skills which require a lot of time

to be acquired, and the implementation of this project has been very limited. Perception and moti-

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