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Classcraft as a Resource to Implement Gamification in English-Medium Instruction
including access to social networks−which may impact very negatively on students’ performance and
concentration (Gómez-Gallardo & Macedo-Buleje, 2010). However, despite being a double-edged sword,
new technologies are a great resource that should not be ignored during the teaching learning process
given that they offer a wide range of resources for dynamizing the classroom, engaging and motivating
students (Gómez-Gallardo & Macedo-Buleje, 2010; Martín-Laborda, 2005).
Gamification became very popular in marketing strategies and it has been expanded to the educa-
tional sphere as it is a resource with a great potential when it comes to encourage specific behaviours as
well as increase motivation and engagement (Huang & Soman, 2013). Although gamification does not
necessarily require the use of technology or multimedia support, there are numerous ways of introducing
gamification in the classroom and a high number of resources and tools available for teachers to design
and implement gamification proposals. One of these tools is Classcraft, an online role-playing platform
that allows the teacher to turn the classroom into a real role-playing scenario.
The main aim of this proposal is to provide a complete guide for lecturers to apply gamification in
their classrooms using Classcraft. As a result, EMI teachers will be able to design and implement their
own proposals based on their individual disciplines and adapted to the duration and the contents of the
courses that they are currently teaching. Therefore, this chapter will explore the benefits of including
gamification−and more specifically Classcraft−for EMI in Higher Education. However, it is important
to note that the objective of the guide proposed in this chapter is not to be replicated by the teachers,
but to set the main procedures for teachers to implement gamification proposals in EMI courses based
on Classcraft.
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