Gamification in a textbook for Brazilian learners of English




gamification, english language teaching, materials writing


Gamification, i.e. the use of game design elements in non-game settings, has attracted an increasing academic interest with numerous research papers having been published on the application and evaluation of gamification in education. The strenuous effort to introduce innovation to textbooks and improve student engagement in the classroom has allowed gamification to gain ground in English language teaching. This article aims to present and discuss the strategies implemented to gamify a textbook for young Brazilian learners of English. In addition, it also intends to contribute to materials writing by describing some game design principles. Pedagogic and design implications stemming from the strategies adopted in the examined textbook include providing a variety of game design elements on varying levels of abstraction (game interface design patters, game design patterns and mechanics, game design principles and heuristics, and game models). Finally, the text shares some reflections on the importance of creating a student-centred learning environment based on meaningful gamification. 


Download data is not yet available.

Author Biography

Claudio de Paiva Franco, Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brasil.

Doutor em Estudos Linguísticos pela Universidade Federal de Minas Gerais (UFMG), em Belo Horizonte, MG, Brasil; mestre em Linguística Aplicada pela Universidade Federal do Rio de Janeiro (UFRJ), no Rio de Janeiro, RJ, Brasil. Professor da Universidade Federal do Rio de Janeiro (UFRJ), no Rio de Janeiro, RJ, Brasil.


Brasil (2018). Base Nacional Comum Curricular. Ministério da Educação.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamification”. Proceedings of the 15th International Academic MindTrek Conference: 9-15.

Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. Int J Educ Technol High Educ, 14(9).

Dicheva, D., Dichev C., Agre G., & Angelova G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18(3): 75-88.

Domínguez, A., Saenz-de-Navarrete, J., Marcos, L., Sanz, L., Pagés-Arévalo, C., & Martínez, J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63: 380-392.

Franco, C., & Tavares, K. (2019). English Play 8. FTD.

Hanus, M., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80: 152-161.

Kyewski, E., & Krämer, N. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118: 25-37.

Hakulinen, L., Auvinen, T, & Korhonen, A. (2013). Empirical Study on the Effect of Achievement Badges in TRAKLA2 Online Learning Environment. Learning and Teaching in Computing and Engineering, 47-54.

Nicholson, S. (2012). A User-Centered Theoretical Framework for Meaningful Gamification.

Nicholson, S. (2015). A RECIPE for Meaningful Gamification. Scott Nicholson.

Seaborn, K., & Fels, D. (2015). Gamification in theory and action: A survey. Int. J. Hum. International Journal of Human-Computer Studies, 74: 14-31.

Toda A., Valle P., & Isotani S. (2018). The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education. In Cristea A., Bittencourt I., & Lima F. (Eds.), Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions. HEFA 2017. Communications in Computer and Information Science (vol. 832, pp. 143-156). Springer.

Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning. Cambridge University Press.




How to Cite

Franco, C. de P. (2022). Gamification in a textbook for Brazilian learners of English. BELT - Brazilian English Language Teaching Journal, 13(1), e41062.