Gamification and collaborative learning among English second language culinary learners

Abstract

Collaboration learning in the classroom is becoming increasingly common in educational institutions, especially in the culinary arts field of study. In English as a Second Language (ESL), this may be a problem where students' inadequate language skills are usually attributed to affecting causes and a restricted exposure to and use of the target language. So, the emergence of collaboration learning existed due to less of interesting in traditional approach of classroom learning among the students these days. Furthermore, the gamification enables students to take part in challenging activities such as missions and accomplish the desired objective within a short time. In addition, in the event of failure, games allow the user to repeat a certain mission. The recurring cause of failure lets students (users) analyse and fix previous errors. It shows that the games could promote positive attitude in learning and encouraged them acquire the knowledge and language by facing the difficulty at the temporary experience before success at the end of the event. The paper review Collaborative learning is the work of a community of people, learning by collective effort, taking into account what is learnt when pursuing a common goal. Collaborative learning activities take place effectively in both face-to-face and online courses. A foundation is required to better understand the importance of collaborative learning, based on its advantages and challenges. The chapter examined the related literature for the study of interactive learning through gamification learning. Research has been conducted in the context that students participating in collective groups have learned. The goal of collaborative learning was to offer students a true understanding of the basic rules and responsibilities that could be applied to the development of a study in a real context.