A Gamified Application for Learning Danish Grammar
Author
Tiwari, Anita
Term
4. term
Education
Publication year
2026
Abstract
This thesis investigates how gamified interaction design can support engagement in Danish grammar learning among adult second-language learners. A learning application was designed and evaluated, featuring interactive exercises on sentence structure, verb placement, and word-order rules, combined with progression systems, rewards, immediate feedback, and retry mechanics. Twenty-three learners from a Danish language school used the application and completed a post-study evaluation drawing on questionnaires, log data, and qualitative interviews. Quantitative results indicated generally high engagement and motivation, while qualitative findings highlighted appreciation for immediate feedback, progression, and opportunities to learn from mistakes; log data further suggested that participants continued advancing through lessons despite errors. The study concludes that gamified design can positively influence engagement and motivation in grammar practice when paired with meaningful feedback and active learning, while emphasizing the need to balance gamification with pedagogical clarity and guidance to support deeper learning and long-term confidence. The project contributes by focusing specifically on Danish grammar acquisition and the experiences of adult second-language learners.
Dette speciale undersøger, hvordan gamificeret interaktionsdesign kan understøtte engagement i dansk grammatiklæring hos voksne andetsprogslærende. Der blev designet og evalueret en læringsapplikation med interaktive øvelser om sætningsopbygning, verbers placering og ordfølgsregler, kombineret med progression, belønninger, umiddelbar feedback og mulighed for at prøve igen. I alt 23 kursister fra en dansk sprogskole brugte applikationen og deltog i en efterfølgende evaluering baseret på spørgeskemaer, logdata og kvalitative interviews. De kvantitative resultater pegede på generelt høj motivation og engagement, mens de kvalitative data viste, at deltagere særligt værdsatte umiddelbar feedback, progression og muligheden for at lære af fejl; logdata indikerede desuden, at brugerne fortsatte gennem lektioner trods fejl. Studiet konkluderer, at gamificeret design kan fremme engagement og motivation i grammatiktræning, når det ledsages af meningsfuld feedback og aktive læringsaktiviteter, men understreger også behovet for at balancere gamification med pædagogisk tydelighed og vejledning for at støtte dybere læring og langsigtet selvtillid. Specialet bidrager ved at fokusere specifikt på dansk grammatikindlæring og voksnes erfaringer som andetsprogslærende.
[This apstract has been generated with the help of AI directly from the project full text]
Keywords