Duolingo: Análise do aplicativo em relação ao feedback na gamificação

Abstract

This research aims to discuss the implications of gamification in the Duolingo application, the concepts, contexts and evolution of this emerging phenomenon in contemporary society. This investigation is part of the research line “Language and Social Practices” of the Interdisciplinary Postgraduate Program in Education, Language and Technologies at the State University of Goiás. The research presents as a research problem the question: how is the gamification process established from feedback in the Duolingo application? As a general objective, we seek to understand the gamification process in the Duolingo application from feedback. To this end, we seek to analyze Digital Culture, throughgamification, and its reverberations in contemporary culture; discuss different theoretical conceptions about gamification and; analyze the Duolingo application in the context of gamification. The methodology applied to the object of study consists of a qualitative interpretative approach of an exploratory nature, inspired by netnography based on the export and analysis of data from narrative records produced by the application. Furthermore, this is a bibliographic and bibliographic research based on documentary analysis. The theoretical assumptions aim to analyze the data from a critical and emancipatory perspective, with the following authors researched for the theoretical foundation in studies on Digital Culture: Santaella (2023a, 2023b, 2023c), Jenkins (2013), Kenski (2018), Lévy (2021), Kaufman (Specialist [...], 2024), Rodrigues (2023). Regarding gamification, studies by Burke (2015), Pink (2019), Bogost (2011a, 2011b), Dymek (2017), Chou (Gamification [...], 2014), Zichermann and Cunningham (2011), among others, were used. Regarding learning in gamification, Kapp (2012), Alves (2005), Zichermann and Cunningham (2011), Leffa (2016), Moran (2015), and Prensky (2001) were highlighted. In addition to the authors mentioned, we used other areas of knowledge that complement the research, such as cyberculture, technologies, and related fields that complement triangulation. As a result of this research, we highlight that the feedback obtained in gamification shows that, despite the potential of using the application in English language teaching, it results in limited teaching, as it does not prioritize communication as a central objective