Mobile and Gamified Blended Learning for Language Teaching - Studying Requirements and Acceptance by Students, Parents and Teachers in the Wild

While mobile gamified apps for language learning such as Duolingo are highly successful, knowledge about the use and suitability of such concepts for blended learning in schools is scarce. Pursuing a holistic approach, this work investigates the general requirements and acceptance of a modern gamified learning companion for traditional class-based teaching. We conducted several surveys with students, teachers and parents and studied the usage of a custom research prototype by 13/14-year-olds in three classes in English (as a foreign) language under real-world conditions. According to our results, all considered involved parties are positive about such a mobile learning companion when specific requirements are met. We did not observe any community-related negative impact such as teasing for bad results, for example, and conclude that the considered gamification features such as challenges with classmates and rankings are suitable for the investigated school context. Based on the results, we derive a set of guidelines for the design and development of a mobile learning companion, its introduction in class and its practical usage.