At the end of last year, I met up with the Jisc Futurist again for what’s becoming our seasonal meal out. This one was ‘winter’, spent indoors in a pleasant Mediterranean restaurant. Once I’d gotten used to DMs and RTs illuminating on his watch, we were served some excellent vegetarian and burnt animal foods.
And in our meals one thing we regularly do is, inevitably, discuss DuoLingo at some point. Martin has young children who do this, without parental support or prodding, so he sees how they use it. I keep coming across DuoLingo (and am using it, albeit haphazardly) as it keeps being mentioned as the flagship for gamification-enhanced education, though the gamification and game elements are arguably the least interesting (neat though they are).
DuoLingo is a persistently interesting example. As TJF points out, there are a lot of people using it; the kind of numbers that the education sector need to keep an eye on. It’s free, easy to use, quick to get started, and there’s the nice intrinsic hooks of achieving through earning gamified things and learning a language at the same time. In fact it’s so easy to get going (old tech is fine; seconds, not minutes, to start) that there’s little excuse for EdTech commentators to not try it before commenting.
And, and this may be the attribute that makes it so usable, it is ferociously quick to move through a lesson – even though you have to achieve more right answers than wrong. Got a few minutes? You can do a new lesson or repeat a previously completed one.
It’s not perfect. Languages come out of an incubator somewhat rough around the edges, and not of academically rigorous quality. Volunteers, rather than certified experts, develop this initial content. Speech and sound, vital to speaking a new language correctly, is of variable quality. And the translations that players are given (which are part of the business model) are sometimes random, irrelevant or things you will never say.
But it’s been around for a few years and the numbers do add up. And by that I mean the large number of users/players/learners, and the proportion reaching advanced stages and completing (as opposed to MOOC drop-out rates). Not everyone benefits; there’s always losers. While taxi drivers complain about Uber taking away their business, there’s less in the press about the language teaching and translation sectors taking substantial damage with individuals fearing for their futures. But it’s happening.
So, yes. Worth a “play”, at the very least.