Submitted by Andanei Aparecida Honorato (andanei1988@gmail.com) on 2018-09-12T23:33:29Z No. of bitstreams: 1 DISSERTAÇÃO ENTREGA FINAL-merged.pdf: 3280864 bytes, checksum: 198d6b432e0b82128c575394109f74ba (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-13T13:03:11Z (GMT) No. of bitstreams: 1 honorato_aa_me_sjrp.pdf: 3280864 bytes, checksum: 198d6b432e0b82128c575394109f74ba (MD5) / Made available in DSpace on 2018-09-13T13:03:11Z (GMT). No. of bitstreams: 1 honorato_aa_me_sjrp.pdf: 3280864 bytes, checksum: 198d6b432e0b82128c575394109f74ba (MD5) Previous issue date: 2018-08-15 / O propósito de aprender Inglês como Língua Estrangeira não se limita a seu caráter instrutivo de conteúdo escolar, mas principalmente de conhecimento necessário para a inserção e interação com o mundo, de modo a conhecer e refletir sobre contextos da realidade no mundo globalizado e pós-moderno. Nesse cenário, a tecnologia tem ampliado significativamente as formas de interação, conferindo instantaneidade e rapidez ao acesso às informações, difundindo conhecimento e, dessa forma, nosso interesse foi refletir de maneira geral sobre a tecnologia no ensino e aprendizagem de línguas estrangeiras e, de modo particular, sobre o tratamento do vocabulário no aplicativo Duolingo no ensino-aprendizagem de Inglês (LE) por aprendizes brasileiros. Procuramos identificar potencialidades e limitações do aplicativo para o desenvolvimento da competência lexical de aprendizes, inseridos ou não em contexto formal de ensino, isto é, analisando as atividades que poderiam ser exploradas por aprendizes autonomamente ou como atividades complementares por professores no contexto de sala de aula. A base teórica sobre a qual nos apoiamos para a realização desta pesquisa constitui-se de referenciais do campo da Lexicologia Aplicada ao Ensino ( LEFFA, 2000; LEWIS, 1993) e da pedagogia crítica centrada no papel do professor como teorizador da própria práxis (KUMARAVADIVELU, 1994, 2003, 2012a, 2012b). O percurso de investigação consistiu nas seguintes etapas: a) pesquisa documental sobre o tema geral da pesquisa (ensino e aprendizagem de LE) em alguns documentos oficiais (PCNs – Parâmetros Curriculares Nacionais, Diretrizes curriculares / Orientações Curriculares (Língua Estrangeira) e Quadro Comum Europeu de Referência para o Ensino de Línguas); b) analisar, à luz das teorias referenciadas neste projeto, o aplicativo Duolingo refletindo sobre suas potencialidades e limitações no ensino e aprendizagem de Inglês-LE, de modo a explorar conteúdos voltados para o aprimoramento da competência lexical. De caráter qualitativo e natureza teórico-bibliográfica, a metodologia para a presente pesquisa desenvolveu-se a partir da revisão bibliográfica da literatura que trata do ensino-aprendizagem de LE por meio da reflexão mediante um viés interpretativo sobre percepções e valores relacionados ao tema central da pesquisa: o vocabulário no ensino-aprendizagem de Inglês-LE. No tocante aos resultados atingidos, destacamos como potencialidades: a organização das atividades por campos semânticos, a ludicidade e a repetição de exercícios para fixação dos conteúdos; entre as limitações, destacamos: interface infantilizada, repertório limitado de vocabulário e predominância do método gramática-tradução. Acreditamos que este estudo possa ser relevante para mapear os recursos e as limitações do aplicativo Duolingo, contribuindo, assim, para situar aprendizes e professores quanto às potencialidades ou não dessa ferramenta digital no campo do ensino e aprendizagem de Inglês LE. / The purpose of learning English as a Foreign Language is not limited to its formal character into school content, but mainly by needs of knowledge for the insertion and interaction with the world, so as to know and reflect about real contexts into the globalized and postmodern world. In this scenario, technology has significantly expanded the forms of interaction, giving immediate and rapid access to information, spreading knowledge and, therefore, we are interested about reflecting generally, in the teaching and learning technology of foreign languages specially about Duolingo app during the teaching-learning process of English (LE). We tried to identify the potentials and limitations of the app during the learners lexical competence development, whether or not they are inserted in a formal teaching context, by, analyzing activities that could be explored by learners autonomously or as complementary activities by teachers into the classroom context. The theoretical basis on which we support this research consists in applied lexicology references (LEFFA, 2000, LEWIS, 1993) and critical pedagogy centered on the role of teacher as a theorist of own praxis (KUMARAVADIVELU, 1994, 2003, 2012a, 2012b). Among the objectives of this research are: a) to undertake documentary research on the general theme of research (teaching and learning LE) in some official documents (PCNs - Parâmetros Curriculares Nacionais, Diretrizes curriculares / Orientações Curriculares (Língua Estrangeira) e Quadro Comum Europeu de Referência para o Ensino de Línguas ; b) analyze, at the light of the theories referenced in this project, the Duolingo app reflecting on its potentialities and limitations in teaching and learning English-LE, in order to explore content aimed at improving lexical competence.The qualitative and theoretical-bibliographic nature of the present research was developed from a bibliographical review in the literature that deals with LE teaching and learning through reflection in an interpretative bias about perceptions and values related to the central theme of the research: the vocabulary in teaching-learning English-LE. Regarding the achieved results, we highlight as potentialities: the organization of activities by semantic fields, the playfulness and repetition of exercises in order to fix the contents; among the limitations, we highlight: infantilized interface, limited range of vocabulary and predominance of the grammartranslation method. We believe that this study may be relevant to map the resources and limitations of the Duolingo app, thus helping situate apprentices and teachers regarding the potentialities of this digital tool into the teaching and learning area.

O presente estudo se propõe a investigar a utilização do aplicativo móvel Duolingo no processo de ensino e aprendizagem de alemão como língua estrangeira em contexto de ensino presencial universitário. A pesquisa objetiva mapear os hábitos de uso de Apps, a satisfação dos usuários após o uso orientado da ferramenta, bem como o desempenho e a persistência dos aprendizes na realização de tarefas ao longo de um semestre. Com esses dados criamos um panorama que busca esclarecer em que medida o App Duolingo é apropriado para uso nas fases iniciais do processo de aprendizagem de alemão no contexto investigado. Para tanto, utilizamos três instrumentos de coleta de dados. No primeiro momento, aplicamos uma sondagem prévia para identificar os hábitos e as crenças dos informantes em relação ao aprendizado por meio de Apps. Em seguida, realizamos uma intervenção didática em uma turma de aprendizes de alemão e, com o auxílio da Plataforma Duolingo para Escolas, montamos um grupo de controle, delegando tarefas para testar a ferramenta. Dessa forma, coletamos dados mediante os relatórios automáticos de atividade, os quais permitiram verificar o desempenho, a persistência e a autonomia dos aprendizes nas atividades realizadas por meio do App. Na última fase de coleta, utilizamos um roteiro de avaliação da usabilidade pedagógica, com o qual verificamos a satisfação e a motivação dos usuários na utilização do App. Por fim, concluímos que o App Duolingo é uma ferramenta que pode ser empregada para complementar o ensino presencial de alemão, auxiliando no processo de aquisição de vocabulário. A pesquisa contribui para esclarecer as questões que se colocam acerca da utilização dos aplicativos móveis no ensino de língua estrangeira, dado que apresenta instrumentos para o desenvolvimento de avaliações da usabilidade pedagógica dos Apps destinados à aprendizagem, aponta para a importância dos Apps como ferramentas de apoio ao processo de aprendizagem de alemão, coloca à mostra a adesão massiva dos aprendizes ao uso de Apps, além de assinalar algumas relações entre as crenças, a motivação e a autonomia e os recursos digitais dos Apps. / This study aims to investigate the use of mobile application Duolingo in the process of teaching and learning German as a foreign language (FL) in the context of classroom learning at university. At first, the use of a learning App was mapped, as well as learners satisfaction after guided use of the App, their performance and persistence while doing the App tasks along one semester. With such data, an overview was established in order to verify to what extent the Duolingo App is appropriate for German basic level learning. Therefore, the data were collected in three steps. Firstly, a probe was applied to identify users habits and beliefs in learning a FL with mobile Apps. After that, a didactic intervention was made in one German class, and by using Duolingo App for Schools a control group was established to test the App tools. Thus, data were collected through automatic activities reports, which allow for the analysis of learners performance, persistence and autonomy while using the App. Lastly, an evaluation script was applied in order to check the pedagogical usability, which evidenced learners satisfaction and motivation while using the App. It was concluded that Duolingo App is a possible tool to complement the activities in a German classroom, as it helps the vocabulary learning process. This research contributes to elucidating the questions about the usability of mobile Apps such as Duolingo in FL learning, for it presents tools for developing pedagogical usability evaluation. What is more, this research shows the importance of mobile Apps in the German learning process, evidences learners massive interest in using Apps, and points out some relationships between the Apps digital resources and learners beliefs, motivations, and autonomy.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-09-20T11:08:48Z No. of bitstreams: 1 arquivototal.pdf: 1569954 bytes, checksum: fc9ad0d6396352fdd858ee19471bd804 (MD5) / Made available in DSpace on 2017-09-20T11:08:48Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1569954 bytes, checksum: fc9ad0d6396352fdd858ee19471bd804 (MD5) Previous issue date: 2016-02-22 / The Information and Communication Technologies are a reality in our daily life and, therefore, the school, as an institution that forms participatory and critical citizens, can not disregard that fact. It is essential to integrate those technologies into the different educational scopes. Thus, due to the easy mobility, the cellular is a technological tool that can be used by the teacher in his classes, since it expands the possibilities of teaching-learning, making the space more interactive and dynamic. One of those possibilities is related to the various educational applications that can be downloaded, accessed and used. With regard to the teaching-learning process of the English Language, an interesting alternative is the Duolingo application. It presents an attractive and uncomplicated interface, which can be used by students of Youth and Adult Education, as a pedagogical application, to the teaching of the English Language, as well as a mechanism for promoting digital literacy. In this sense, this research had as objective to confirm the efficiency of the use of the Duolingo application, through the cellular, in the teaching-learning process of the English Language in a class of the Youth and Adult Education. It is intended to discuss themes related to the possibilities of literacy and of digital literacy. Regarding the methodology, the research was carried out with the students of a group of the Youth and Adult Education from Santa Rita-PB. The research instruments were: the Probing and Final Tests, applied before and after the use of Duolingo. These were used to compare students' progress and, thus, demonstrate the efficiency of using the application in the teaching-learning process of the English Language. / As Tecnologias da Informação e Comunicação são uma realidade no nosso dia a dia e, por isso, a escola, enquanto instituição formadora de cidadãos participativos e críticos, não pode desconsiderar esse fato. É primordial integrar essas tecnologias aos diversos âmbitos educacionais. Assim, devido à fácil mobilidade, o celular é uma ferramenta tecnológica que pode ser utilizada pelo professor em suas aulas, uma vez que amplia as possibilidades de ensino-aprendizagem, tornando o espaço mais interativo e dinâmico. Uma dessas possibilidades está relacionada aos diversos aplicativos educacionais que podem ser baixados, acessados e utilizados. Com relação ao processo de ensino-aprendizagem da Língua Inglesa, uma alternativa interessante é o aplicativo Duolingo. Este apresenta uma interface atrativa e descomplicada, podendo ser utilizado pelos alunos da Educação de Jovens e Adultos, como um aplicativo pedagógico, para o ensino da Língua Inglesa, bem como mecanismo promotor para o letramento digital. Nesse sentido, esta pesquisa teve como objetivo confirmar a eficiência do uso do aplicativo Duolingo, por meio do celular, no processo de ensino-aprendizagem da Língua Inglesa em uma turma da Educação de Jovens e Adultos. Pretende-se discutir temas relacionados às possibilidades de letramento e de letramento digital. Quanto à metodologia, a pesquisa foi realizada com os alunos de uma turma da Educação de Jovens e Adultos de Santa Rita-PB. Os instrumentos de pesquisa foram: os Testes de Sondagem e Final, aplicados antes e após utilização do Duolingo. Estes serviram para comparar o progresso dos alunos e, assim, comprovar a eficiência da utilização do aplicativo, no processo de ensino-aprendizagem da Língua Inglesa.

Since the introduction of mobile devices, alternative language learning methods have been developed and have evolved alongside traditional language classroom education. This has presented academics with the unique opportunity to study new methods of second language acquisition compared to more traditional face-to-face language instruction. The growing technology possibilities have contributed to what is called Mobile Assisted Language Learning (MALL), where learners can easily study a new language with the use of a personal electronic device such as a laptop or phone. Studies about such learning tools, for example Rosetta Stone, Duolingo or Babbel have been carried out for several years to for example test their effectiveness. Among research studies, one well-known study by Vesselinov and Grego (2012) looked at the effectiveness of Duolingo, evaluating the statement Duolingo makes that 34 hours of studying with the tool is equivalent to a semester in a university classroom (Vesselinov & Grego, 2012). Even though various studies about the well-known language learning application (app) Duolingo have been conducted, gaps in research are still present.The current study aims to find out if studying German for one semester (14 weeks) with Duolingo is equivalent to one semester in a beginner face-to-face class, German 101, at a university level. At the end of the semester, both groups took the German 101 final exam and the Duolingo placement test to measure German learning. After analyzing results of the German 101 exam, results showed that learners from the face-to-face class achieved higher language knowledge in the tested skills writing and reading than the participants who studied with Duolingo for the same period of time. However, no substantial differences were found between groups for the vocabulary and grammar section of the final exam and the Duolingo test. The survey reported that participants who studied with Duolingo all agreed that they liked the experience, especially studying at their own pace. Concerns were also mentioned, however, for example that Duolingo is only good for beginner learners, it doesn’t provide interactions with others, and there is no teacher to ask for explicit feedback.

Education through e-Learning services have today millions of active users. These services are often including elements of gamification to better illustrate certain aspects and motivate their users. We are researching how gamification has been applied to three selected e-Learning services by analysing to which degree these services relates to Scott Nicholsons theory and framework RECIPE for a meaningful gamification. The theory describes how gamification can be used to instil an intrinsic motivation and meaningful engagement in users. It seeks to help avoid controversial potential pitfalls surrounding the subject as with addictive, thoughtless scoring systems. We are examining to which degree the three services are applying and utilizing meaningful gamification from the standpoint of the various concepts of the selected framework. By thorough research of the theory and examination of previous studies in the researched field we have designed a grading scale that seeks to illustrate which functionality should be implemented to fully/partly/fail to meet the requirements of the concepts in Nicholsons framework. A description of the functionality of the services is included followed by an application of the theory on the selected, researched parts. By applying the theory we seek to concretize, analyze and compare the elements that, to various degrees, fulfills meaningful gamification according to Nicholson. We have not issued tests to research if the studied elements in actuality leads to an intrinsic motivation and meaningful engagement. The results show that the studied parts of the services are lacking elements that according to us as the writers of this study, are necessary to fulfil RECIPE’s various concepts. The services varies in to which degree and in some cases in which way the concepts are fulfilled. The standalone concept that all of the services realized in its entirety was Information where the requirements amongst others are clear descriptive indications of the users progress as well as enlightenment in how and in what way the information that the service provides is applicable. Our research shows that all researched e-Learning services are lacking aspects that enables complete fulfillment of RECIPE’s complete set of concepts. The study gives an insight into what is demanded to realize meaningful gamification according to Nicholson’s theory by illustrating and analyzing the functionality of the studies services. Because of the way we have had to make subjective assessments, the limited scope along with the lack of actual tests we do consider our conclusions and thus study to not live up to its full potential. Continued research is necessary to further validate the study and if the application of the theory in fact leads to meaningful gamification. We discuss further surrounding the theory along with in learning of this nature in general in the chapter Diskussion. / Inom utbildning har e-Learningtjänster tagit vid med miljontals aktiva användare av tjänster. Dessa e-Learningtjänster använder sig ofta av element av gamification för att illustrera moment och motivera sina användare. Vi undersöker hur gamification appliceras i tre undersökta tjänster och analyserar i vilken mån denna förhåller sig till Scott Nicholsons teori och ramverk RECIPE för meningsfull gamification. Teorin beskriver hur gamification kan användas för att inge en inre motivation och ett meningsfullt engagemang hos användare. Den ämnar undvika omdiskuterade fallgropar inom ämnesområdet såsom beroendeframkallande, tanklös poängutdelning. Vi undersöker i vilken omfattning de tre tjänsterna använder sig av meningsfull gamification utifrån ramverkets diverse koncept. Genom utförlig instudering av teorin och undersökning av tidigare forskning inom ämnet har vi konstruerat en bedömningsskala som illustrerar vilken funktionalitet som bör finnas för att helt, delvis och ej uppfylla koncepten i Nicholsons ramverk. Vi har sedan beskrivit tjänsternas funktionalitet och applicerat teorin på de undersökta delarna för att konkretisera, analysera och jämföra de element som i olika grad uppfyller meningsfull gamification enligt Nicholson. Vi har inte utfört tester som visar om de undersökta elementen faktiskt inger inre motivation och meningsfullt engagemang. Resultaten visar att de undersökta delarna saknar många av de element som vi bedömt ska finnas med för att uppfylla RECIPEs diverse koncept. Tjänsterna varierar i vad som uppfylls och i viss mån på vilket sätt. Konceptet Information var den enda i teorin som uppfylldes helt av samtliga undersökta tjänster där kraven bland annat är tydliga beskrivande framstegsindikationer samt upplysande om användningsområden för den utgivna informationen. Vi kommer fram till att samtliga tjänster saknar aspekter som möjliggör uppfyllandet av RECIPEs alla koncept. Studien ger en inblick i vad som krävs för att enligt Nicholsons teori uppnå meningsfull gamification genom konkretisering och analyseringen av funktionalitet. Vi anser dock att på grund av nödvändiga subjektiva bedömningar och studiens begränsade omfång samt avsaknaden av tester att studiens och temats fulla potential hämmas. Fortsatt forskning är nödvändig för att avgöra validiteten av studien samt om appliceringsområden för teorin leder till verklig meningsfull gamification. Vi diskuterar vidare kring teorin och allmänt om lärande av denna natur i kapitlet Diskussion.

[pt] A aprendizagem móvel ou m-learning cuja definição se desdobra no processo de aprendizagem apoiado pelo uso de dispositivos móveis é um campo de estudo que vem chamando a atenção de diversos estudos multidisciplinares. Esta pesquisa tem como hipótese que o estudo contínuo com o suporte de um aplicativo móvel de ensino de língua estrangeira, em um smartphone, intensifica a possibilidade da proficiência, pois permite o estudo em múltiplos contextos de uso, facilitando a frequência e acesso ao conteúdo para seus usuários. Sob o ponto de vista da área de Interação Humano-Computador e utilizando técnicas de Design Centrado no Usuário, esta pesquisa teve como objetivo a investigação dos fatores que contribuem para a construção contínua de conhecimento dos usuários de uma aplicação móvel de ensino de língua estrangeira. Três abordagens orientaram a pesquisa: a primeira foi uma revisão histórico-evolutiva do ensino a distância, para entender como os processos pedagógicos estão convergindo para tecnologias móveis. A segunda foi uma breve análise da arquitetura de informação e da experiência do usuário para delimitar o funcionamento dos principais aplicativos de ensino de línguas do mercado brasileiro, similares ao Duolingo e por último Testes de usabilidade e Diário de Uso para coleta de dados que confrontem a hipótese. Os resultados da pesquisa apontam que o Duolingo apresenta, no geral, boas características de usabilidade. Isso reforça que a hipótese é válida quando os fatores de motivação dos participantes apresentam o tênue equilíbrio entre rotina diária, parcial proficiência no idioma estudado e objetivos claros de aprendizagem. / [en] Mobile learning whose definition unfolds in the learning process supported by the use of mobile devices is a field of study that has been drawing the attention of several multidisciplinary studies. This research has as hypothesis that the continuous study with the support of a mobile application of foreign language teaching, using a smartphone, increases the possibility of the proficiency, since it allows the study in multi-contextual locations, facilitating the frequency and access to the content to the users. From the Human-Computer Interaction area and using User-Centered Design techniques, this research had as objective the investigation of the factors that contribute to the continuous construction of knowledge of the users of a mobile application of foreign language teaching. Three approaches guided the research: the first was a historical-evolutionary review of distance learning, to understand how pedagogical processes are converging to mobile technologies. The second was a brief analysis of the information architecture and the user experience to delimit the operation of the main language teaching applications of the Brazilian market, like Duolingo, and lastly Usability Tests and Diary Studies for collecting data that confronts the hypothesis. The research results indicate that Duolingo presents, in general, good usability properties. These properties reinforce that the hypothesis is valid when the motivating factors of the participants show the tenuous balance between daily routine, partial proficiency in the language studied and clear learning objectives.

Rewards can be used to navigate a person’s behaviour through stimulation. Knowledge about how humans experience and react to rewards has been of use in many areas, one such example is how retailers use point systems to retain customers. This paper aimed to investigate how users of language learning applications feel that they were motivated by their reward systems. To analyse this earlier research in motivational perspectives was used as well as a model of user technology acceptance. This was researched through a case study, for which a pre-study was done on five chosen applications to identify what rewards systems had been implemented in them. Two applications were picked because of the document analysis, which were then used by the test subjects as part of the study. Before they started using the applications, each test subject was interviewed to ascertain their levels of interest and language skills. They were then asked to use the applications however much they’d like over a two to three-week period. The result showed that all our subjects had noticed in one way or another. What they perceived as most motivating differed between all the subjects, but all of them were affected by at least some of the reward system we asked about. We found that all our subjects agreed that the reward systems compromising of streaks were the most motivating. Our subjects were split in what sort of streak they preferred. Some preferred the sort of streak you collect from using the application daily while others preferred the streak you gain when you answer right to several questions in a row. / Belöningar kan stimulera en person och styra dennes beteende. Kunskaper om hur människan reagerar på och upplever belöningar har använts i olika områden, till exempel återförsäljare som använder poängsystem för att hålla kvar sina kunder. Syftet med den här uppsatsen var att undersöka hur användare av språkinlärningsapplikationer upplever att belöningssystemen motiverade dem. Teorin som användes var tidigare forskning om olika motiverande perspektiv samt en modell över hur användare accepterar ny teknologi. Undersökningen var strukturerad som en fallstudie där det först utfördes en förstudie av utvalda applikationer för att identifiera de olika belöningssystemen som fanns i språkinlärningsapplikationerna. Genom förstudien bestämdes även de två språkinlärningsapplikationer försökspersonerna fick använda.  Försökspersonerna intervjuades kort för att skapa en profil om vilka de var och vilken tidigare erfarenhet de hade av språk och språkinlärningsapplikationer. Därefter fick de använda båda applikationerna under 2 till 3 veckor. Slutligen utfördes längre intervjuer med varje person för att ta reda på hur de hade upplevt belöningssystemen. Resultatet visade på att alla försökspersoner hade märkt av belöningssystemen på något sätt. Det skilde sig från person till person vad de ansåg var mest motiverande, men alla blev motiverade av någon av de belöningssystemen som det frågades om. Det som försökspersonerna var mest överens om var att Streaks (vilket är när systemet håller koll på när användaren utfört handlingar flera gånger i rad) var motiverande. Författarna kunde också se att vissa av försökspersoner upplevde att den formen av streak som innebar att försökspersonen använde språkinlärningsapplikationen flera dagar i rad var mer motiverande, medan andra ansåg att den formen av streak som innebar att försökspersonen fick flera rätt svar i rad i språkinlärningsapplikationen var mer motiverande.

The adaptation of marketing has led brands to connect with the clients through the usage of theiremotions, understanding the joy or sadness an element can create in a customer, which increasesthe possibility of a recognized experience.To analyze the effects that emotions can create in customers, the usage of Duolingo’s case studywas implemented, the understanding of their new strategy used on TikTok, allowed this studyto analyze the results of such adaptations in generation Z, as the main target through the TikTokplatform.Interviews were used in this study to collect data from the public and understand the value ofemotional marketing to make buying decisions.The conclusion of this thesis resulted in the lack of development that Duolingo’s emotionalmarketing has to this day, due to missing information about the brand and the product. Thisthesis identified that the results are between positive and negative depending on the backgroundfrom the customer, since those having previous knowledge about the company appreciate betterthe usage of joy or sadness, different from users that were not able to identify the company.This analysis aims to help other companies that are looking to adapt through social media, byunderstanding how their competitor have done previous marketing campaigns, teaching themto not repeat the same mistakes.

This thesis addresses the research question; ‘Which aspects of gamification contribute the most to motivate people using the application Duolingo?’. This has been done through a quantitative questionnaire study, which we have distributed to people (n=644) that shows familiarity with the application. Within the survey they can state their opinion on a range of different statements through a scaling system of 1-7 and if the participants have anything to add then they can write about it at the end of the survey. The results showed that there are several key factors, such as the users age, that impact how effective certain gamified functions are at motivating the user. This is also the focus of our secondary research question; Which potential factors impact the experience of gamification elements among Duolingo users? Additionally, there is a difference in the perceived and the acted upon motivating factors in gamification. Consistently collecting rewards, as well as the leaderboard are gamification features that are found to be some of the top motivators but differ in how actively they are viewed by the user. Ultimately there is some overlap showing that the progress map for the Units and the streak function are the most motivating overall.

This study investigates the impact of specific gamification elements in the Duolingo application on user experience, engagement, and motivation in language learning. Despite the widespread integration of gamification in educational technologies, there is a lack of detailed analysis on how individual elements—such as streaks, levels, XP, lingots, hearts, badges, and rewards—affect learning outcomes. To address this gap, we conducted A/B testing with two prototypes of Duolingo: one with gamification elements (Gamified Duolingo) and one without (Non-Gamified Duolingo). Six participants, who do not have Swedish as their native language, completed a Swedish lesson using both prototypes. The results indicate that specific gamification features significantly enhance user engagement and motivation. Elements like streaks and badges were particularly effective in motivating users to maintain consistent learning habits and achieve milestones. However, some participants found that overemphasizing gamification could distract from deeper learning. This suggests that while gamification can positively impact user experience, it needs to be carefully balanced to avoid potential drawbacks. The study's findings have practical implications for the design of language learning applications. Customizable and balanced gamification features are recommended to cater to diverse user preferences and enhance overall learning effectiveness. Additionally, timely and relevant feedback through gamification elements can sustain long-term user engagement. Scientifically, this research contributes to a nuanced understanding of how specific gamification components affect learning, emphasizing the importance of personalized and adaptive strategies in educational technologies. Future research should include larger and more diverse participant samples to validate these findings and explore the long-term effects of gamification on language learning. Investigating the underlying psychological mechanisms and adaptive gamification systems could further refine the application of gamification in education, ultimately leading to more effective and user-centered learning solutions.