ABSTRACT
When the technology of artificial intelligence (AI) and virtual reality (VI) is experiencing a rapid development, some educators are trying to integrate them in teaching and learning through games and gamification. However, this process can sometimes be quite demanding of the classroom facilities and teachers’ technology ability. As gamification in class is not equal to digitalize the courses and teaching methods, it has possibility to implement gamification in non-digital classes. In this paper, the author will try to discuss this possibility in English teaching in higher education. Basic theoretical support behind the design of games will be explained at first, including the definition of gamification, design thinking and science of learning, followed by a detailed description of an easy word-expanding game in a real teaching context. Some design principles and theories will be linked simultaneously. The author finds two potential perspectives for further investigation. One is the application of gamification in language teaching in higher education as there are limited studies on this. Meanwhile, teachers’ attitudes toward gamification in higher education can also supply a direction as teachers may take the imperative role for gamification practitioners. A close listening and a better understanding of teachers’ attitudes and their difficulties may make it possible to improve some ways to help them integrate gamification much more easily in their daily courses.
