Our Mission

We have always attributed the success of our language learning to playing video games. We grew up playing games in various languages and developed understanding through our time spent with the characters, stories, quests, and systems within these games. Growing up with video games as an important part of our lives made learning a language fun, natural, and motivating.

In our time spent teaching, we encountered many students who felt unable or unwilling to engage in the English language during our lessons. However, when approached outside the formalities of the classroom, these students would gladly share stories about their hobbies and life-events in the target language. We found that the adventures they experienced during their time spent gaming provided the greatest amount of spontaneous speech and lowered the barrier to communication immensely.

Because of our own experiences with learning languages through video games as well as the increased willingness to communicate in our students, we grew more and more interested in trying to apply game-design tools within our teaching to better elicit authentic communication and strengthen intrinsic motivation.

We believe that being able to communicate freely and to trust in your own ability to engage with others are the ultimate goals for language learners to attain. This is what we hope to enable and encourage through our work at “Question Gamification”.

Our Methods

Gamification tactics are often solely focused on extrinsic reward structures. “Question Gamification” wholeheartedly believes that the focus should rather be on supporting intrinsic motivation within students and, therefore, chooses to forego traditionally extrinsic methods of gamification such as “Achievements”, “Experience Points”, or “Leaderboards”. Instead, we look towards building visual contexts and narratives in which learning takes place. This enables us to approach teaching from a place of comfort for our students in which they feel safe, engaged, and motivated to take part in their education.

To prioritize usability, we construct our lesson series and projects with programmes which already enjoy prevalence in the world of education. A good example of such a programme which teachers have wholeheartedly adopted is PowerPoint. We hope to ease the transition between conventional teaching and the application of gamification in the classroom by making sure that the skills necessary for our products are familiar or easy to pick up for teachers attempting to take the leap and introduce gamification within their teaching.

Our Team