User:JosebaAbaitua/sandbox/References/DHum2021/GARCÍA ODRIOZOLA, Beatriz

Once the European Higher Education Area (EHEA) and Bologna Process were implemented in Europe, the acquisition of, at least, one second language has become necessary in an increasingly globalized and competitive world. claimed that an important factor in order to acquire a foreign language is to be motivated, therefore, gamification could be a useful tool for increasing students’ motivation . According to, there are two types of motivation needed in second language learning: intrinsic and extrinsic motivation. Intrinsic motivation is when people take part in an activity on their own due to the benefits it provides (e.g., fun, learning or feeling of accomplishment) and extrinsic motivation is when people take part in an activity in order to win something or avoid any kind of punishment. Gamification fulfills both types of motivation by using game elements. Some of them like levels, points and badges motivate the learner in an extrinsic way meanwhile the feelings of achieving something, autonomy or mastery motivates the learner in an intrinsic manner.