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The Effects of Gamification On Student Motivation And Achievement In Learning English As A Foreign Language In Higher Education
Abstract
Gamification has grown tremendously in popularity and is now widely used in various fields including information and communication technology (ICT), healthcare, marketing, education and business. Its core principle revolves around the integration of elements from games into non-game environments with the ultimate goal of shaping behavior, enhancing motivation, and fostering increased engagement (Caponetto, 2014). The main aim of this study is to investigate the impact of gamification on student motivation and academic performance in the specific context of teaching English as a foreign language (EFL) at higher education institutions in Bosnia and Herzegovina. To conduct this study, a cohort of 202 students attending both private and public universities in Bosnia and Herzegovina was carefully selected using targeted snowball sampling techniques. The questionnaire distributed to the participants included 57 items from various areas, including academic achievement, frequency and proficiency in using language learning apps, motivation and attitudes towards app-based language learning, and perceived improvements in listening, speaking, reading and writing skills This is attributed to the use of apps to learn the English language (ELL). To analyze the gathered data, descriptive statistics, tests for normality, reliability analysis, and linear regression were employed. The results of the study indicate a significant impact of gamification strategies on students’ motivation to learn English as a foreign language, as well as their overall success in EFL learning and academic achievement. In higher education settings, the inclusion of games has been shown to have a positive impact on students’ listening, speaking, reading and writing skills. In addition, gamification contributes to the motivation of the students and thus increases their academic performance. The integration of games into education is expected to continue to evolve and lead to transformative changes in curricula, teaching methods and learning models. Consequently, acquiring ICT skills among academic staff is crucial to effectively mentoring students and ensuring successful educational experiences.
... The expected outcome of the study is an optimized, gamified platform for improving instructional quality. Huseinović (2023) claimed that Gamification is a concept that has rapidly grown in popularity and today has numerous applications in ICT, health, marketing, education, and business. The core tenet of the concept is to integrate elements of games into non-game environments with the key objective of forming behavioral tendencies, improving motivation, and increasing engagement. ...
... In light of previous studies, it is clear that educational games are not only a means of motivating students, but can also be a powerful tool for promoting active learning and engagement (Huseinović, 2023;Huang et al., 2018). Educational games can help develop students' critical thinking skills and improve their ability to solve problems (Dreimane & Upenieks, 2022;Hanus & Fox, 2015). ...
... Educational games can help develop students' critical thinking skills and improve their ability to solve problems (Dreimane & Upenieks, 2022;Hanus & Fox, 2015). This suggests that integrating educational games into the curriculum can provide a comprehensive and integrated learning environment (Huseinović, 2023). ...
This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group. The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.
... It is lacking knowledge on how language competency that of speaking and comprehension skills affects learning outcomes. Though more study is required on their combined advantages, studies have looked at these skills independently (Huseinović, 2024). Most studies have concentrated on either primary education or higher education, thereby lacking knowledge of how these relationships function at different educational levels and settings (Huseinović, 2024). ...
... Though more study is required on their combined advantages, studies have looked at these skills independently (Huseinović, 2024). Most studies have concentrated on either primary education or higher education, thereby lacking knowledge of how these relationships function at different educational levels and settings (Huseinović, 2024). The necessity of greater research on different learning environments since the impacts of English competency on vocational training or adult education are yet unknown (Renandya et al., 2023). ...
... Students who speak English well are more likely to participate in class discussions, ask questions, and work with peers, which are essential to learning (Teng, 2024). According to the cognitive load theory, students' cognitive resources are diverted from learning content to decoding language, which hurts academic performance (Huseinović, 2024). Thus, improving English speaking abilities reduces cognitive burden and lets pupils focus on learning. ...
Objective: The goal of this study was to look into how students' beliefs about their own learning and how well they speak English affect how well they learn in higher education institutions in Saudi Arabia. It specifically looks at how students' opinions affect the connections between how well they know English, how well they understand, and how well they do in school. Methodology: A total of 268 undergraduates from various academic programs participated in this cross-sectional survey. A structured questionnaire was used to collect data, and scales from other studies were used as guides. STATA-SEM was used to look at the measurement and structural models and figure out the variables' direct and indirect effects on each other. Results: The findings demonstrated that students' competence in speaking and comprehending English has a substantial impact on their learning outcomes. There was also a substantial moderating effect of learner beliefs on the correlation between linguistic competence and learning outcomes. Conclusion: These findings illustrate the significance of possessing robust linguistic skills alongside psychological factors in order to achieve academic excellence. This study adds to the literature by incorporating language proficiency and learner beliefs into an academic accomplishment model. It highlights that in order to advance education, students must have positive beliefs and proficient language skills. Teachers and governments can create focused interventions based on the data to enhance students' academic performance and language development.
... Gamification adds a sense of enthusiasm to EFL study and converts language learning into an exciting experience. Gamification in EFL learning has the central advantage of increasing motivation (Hashim et al., 2019;Huseinović, 2023;Rahmani, 2020). Learners are typically encouraged to get involved effectively when aspects such as scores, badges, and rankings are inserted. ...
... In addition, gamification can be an effective way to make learning more engaging and entertaining (Hashim et al., 2019;Huseinović, 2023;Redjeki and Muhajir, 2021;Rahmani, 2020). Language immersion puzzles, games, and tasks enable learners to utilize their language skills in actual life situations. ...
... Language immersion puzzles, games, and tasks enable learners to utilize their language skills in actual life situations. Learners are forced to think logically and resolve issues within a language setting, which strengthens grammar, vocabulary, and ability to communicate (Hashim et al., 2019;Huseinović, 2023;Redjeki and Muhajir, 2021). Gamified exercises offer comprehensive language experiences by including story elements. ...
This paper explores the integration of digital technologies and tools in English as a Foreign Language (EFL) learning in Jordanian Higher Education through a qualitative open-ended online survey. It highlights the perceptions of 100 Jordanian EFL instructors, each with a minimum of five years of experience, on the digital transformation in the EFL learning process. The survey, consisting of ten open-ended questions, gathered in-depth insights on the benefits, challenges, and implications of this transformation. Thematic analysis was employed to analyze the qualitative data, revealing varied levels of experience, the use of diverse digital tools, and both technical and pedagogical challenges. Key findings include the positive impact of digital tools on teaching and learning experiences, enhanced student engagement, and opportunities for personalized learning and collaboration. The study concludes that leveraging digital resources can enhance EFL learner engagement and learning outcomes, inform future pedagogical practices, and shape the landscape of digital transformation in EFL Higher Education for years to come.
... Gamification benefits language learning in higher education; it motivates and involves students, increases their attention, and positively influences their behavior, thereby improving their language skills (Huseinović, 2023). Additionally, Boudadi and Gutiérrez-Colón (2020) suggest that gamification is a relevant tool for motivating and engaging students in language learning. ...
... More research on gamification and learning styles to increase English vocabulary is necessary (Waer, 2021). Studies on gamification in higher education are needed, as many current studies are concentrated on basic education levels (Huseinović, 2023). Regarding gamification and its effects on language learning, the lack of unambiguous empirical results highlights the need for more studies to provide solid empirical evidence. ...
... So far, the results obtained do not categorically demonstrate a positive influence of gamification on language learning (Boudadi & Gutiérrez-Colón, 2020). Additionally, implementing gamification in educational environments facilitates learning since humans naturally learn through games (Huseinović, 2023). ...
Student learning styles and gamification benefit academic performance. This case study aimed to identify the language learning experiences of students with different learning styles in a gamified learning class. Nine participants between 19 and 32 years old were interviewed in an English II semi-school course at the Faculty of Administration of a higher education institution in central Mexico. The results indicated a high preference for the visual and dependent styles, positive perceptions towards gamification, a change of attitude towards learning English, and improvement in vocabulary, listening comprehension, and pronunciation. It is concluded that gamification and students' learning styles increase their inclination to learn English.
... Findings indicate that higher perceptions of usefulness, ease of use, attitudes toward gamification, and engagement interactions are associated with increased active engagement in gamified assessment activities. Factors like interaction with gamification elements and a positive attitude towards this technology are important in creating a competitive and highly motivated learning experience (Hamadah, 2023;Lamija, 2023). This also reinforces the theory that suggests that the use of gamification technology can effectively stimulate motivation and engagement among students (Lamija, 2023;Errol, 2021), thereby increasing the validity of the results by confirming the stability and consistency of the relationship studied in the context of gamification assessment. ...
... Factors like interaction with gamification elements and a positive attitude towards this technology are important in creating a competitive and highly motivated learning experience (Hamadah, 2023;Lamija, 2023). This also reinforces the theory that suggests that the use of gamification technology can effectively stimulate motivation and engagement among students (Lamija, 2023;Errol, 2021), thereby increasing the validity of the results by confirming the stability and consistency of the relationship studied in the context of gamification assessment. ...
... In response to these challenges, recent studies have initiated exploration into the potential of gamification-based interventions to cater to the needs of EFL learners within LMS environments. Research findings indicate that gamification elements, such as progress tracking and virtual rewards, hold promise in positively impacting learners' motivation and engagement, resulting in heightened participation and improved learning outcomes (Bobkina & Romero, 2023;Cahyono et al., 2023;Huseinović, 2023;Romsi et al., 2024;Welbers et al., 2019). However, while these studies offer insights into the general efficacy of gamification, nuanced understandings of its specific effects on SDL skills among EFL students, particularly within the framework of Garisson's Self-Directed Learning (SDL) framework, remain scarce. ...
... These findings resonate with scholarly discourse highlighting the delicate balance between external rewards and the inherent joy of learning for its own sake (Afrilyasanti & Cahyono, 2022;Rojas-López et al., 2019;Slamet et al., 2024b). The tensions uncovered underscore the need for gamification designers to tread carefully, ensuring that motivational benefits are maximized while safeguarding the integrity of the learning process (Huseinović, 2023;Slamet & Mukminatien, 2024;Welbers et al., 2019). ...
The efficacy of gamification-based Learning Management Systems (LMS) in facilitating English as a Foreign Language (EFL) learning is an area of growing interest. However, a critical gap exists in comprehensively understanding how these platforms influence self-directed learning (SDL) among EFL students, particularly regarding self-management, self-motivation, and self-control. To address this lacuna, this study employs a survey design involving 50 EFL undergraduate students from STKIP PGRI Sidoarjo, a private university, in Indonesia. Grounded in Garrison’s SDL Framework, the research evaluates the impact of gamification on SDL dimensions within the LMS milieu. The data were collected through a questionnaire for quantitative analysis and interviews for qualitative insights. Findings unveil a nuanced landscape: while gamification initially boosts engagement and motivation, sustained self-management and control pose challenges. Implications underscore the imperative for tailored interventions to fortify SDL competencies within gamified environments. Recommendations advocate for the integration of personalized feedback mechanisms and collaborative features to scaffold EFL students’ SDL skills amidst gamified platforms.
... Gamification, when applied in education, can alter the intents and behaviors of students, leading to increased engagement and motivation (Baah et al., 2023). Moreover, incorporating gamification design elements, including roles, bots, and experience points, into educational platforms like chat applications can engage students effectively and create a more interactive and stimulating learning environment (Huseinović, 2024). Combining STEAM education and gamification can foster an engaging and stimulating learning environment for pupils. ...
... Higher Education StudiesVol. 14, No. 3;2024 ...
STEAM education with gamification, a method that integrates game elements into the learning process, has proven to be a powerful tool. It not only encompasses various forms of gamified education but also has the potential to captivate and inspire students, breathing life into the course material. This study aims to present a comprehensive summary of the research carried out in the domain of STEAM education, with a particular emphasis on gamification. The focus will be on analyzing studies published in the past seven years. A meticulous bibliometric analysis was conducted to investigate the patterns in the published literature on STEAM education with gamification from 2017 to 2023. The relevant documents were retrieved by using keywords related to steam and gamification in the title, abstract, and keywords of the documents. Thus, 34 documents were acquired from the Scopus database for bibliometric analysis. The review analyzes the rate of publication growth, identifies the papers with the highest number of citations, determines the primary sources of these articles, evaluates the productivity of authors, examines the leading countries contributing to the field, and identifies the prominent subject areas within the research domain. Thailand has the highest output level in terms of publications and citations, as inferred from the results of our analysis. The Ceur Workshop Proceedings are widely acknowledged as the foremost scholarly resource in their subject. We have identified the most important keywords related to gamified STEAM education by conducting keyword analysis. Factorial Analysis provides a visual summary of the complex relationships between various concepts related to educational technology.
... This paper uses the concept of gamification through artificial techniques, which can be understood as a blending between gamification and a learning process. In other words, the main objectives are the development of the science area, adding theoretical studies, and the proposal of methodologies for applying the ideas theoretically into practical classes, allowing students to understand their role in the social domain of the network and in the construction of modernity [3,4]. ...
This paper examines the integration of gamification and artistic techniques in science education to enhance student engagement, motivation, and comprehension. Gamification in educational settings is often associated with the use of game elements to increase motivation and interaction, while artistic techniques contribute to creativity and deeper understanding. The study investigates theoretical frameworks for gamified learning, principles of game-based learning in science classrooms, and how artistic approaches like visual arts and storytelling can enrich these methods. Through case studies, this research illustrates the effectiveness of blending gamification with artistic activities, showcasing innovative teaching methods and their impact on student learning outcomes. The paper concludes by discussing future directions for research and practice, including virtual and augmented reality's potential in creating immersive educational experiences.
... Combining AI with gamified learning presents a novel approach to overcoming the challenges in college English teaching. AI-driven gamified educational games can provide a highly engaging and personalized learning experience, making language learning more interactive and effective [3]. By leveraging AI's capabilities to tailor content and feedback to individual learners and gamification's ability to motivate and engage, this integrated approach can enhance students' language skills more effectively than traditional methods [8]. ...
... Several researchers studying the topic highlight the potential of educational mobile applications. Hinze et al. (17) and Huseinović (18) believe that applications provide access to educational materials that can be effectively used to learn new words, grammar, and phrases. According to the researchers, these apps are powerful tools for training in an inclusive educational environment. ...
Introduction: The rapid development trend in innovative technological solutions significantly impacts societal activities, stimulating global digital transformation processes in the educational environment. Objectives: The article analyses innovative tools within the concept of inclusive technologies for teaching foreign languages in higher education in the digital age. Methods: Several general scientific research methods were used to achieve the research objectives, including abstraction, analysis, synthesis, induction, and deduction. Results: Attention is focused on exploring the potential of audio-lingual and audiovisual methods, didactic game solutions, case methods, reproductive methods, thematic studies, linguistic and sociocultural, and project methodologies. It has been proven that using digital educational platforms in educational programmes allows teaching foreign languages to be carried out at a high professional level, stimulating aspects of motivation and effectiveness. The study identifies that implementing innovative approaches in inclusive strategies for teaching foreign languages enables students to gain practical skills through active interaction with various non-standard methods and forms of work. Such methods include brainstorming, project work, role-playing, group work, and several others. It has been found that specific innovative approaches, such as random and cross-learning, learning through argumentation, or embodied learning, form a solid practical basis for the successful future application of acquired knowledge. Conclusions: The article proves that innovative methods of teaching foreign languages within the framework of inclusive educational technology programmes have the potential to create an effective learning environment, ensuring a significant improvement in the quality of higher education
... The advent of Information and Communication Technology (ICT) has revolutionized various sectors, and education is no exception. Over the past few decades, the integration of ICT into the educational landscape has transformed traditional teaching and learning processes, offering new opportunities for enhancing the quality and accessibility of education (Huseinović, 2023;NORDITO S. QUIMBO, 2023). Countries worldwide are increasingly recognizing the potential of ICT as a tool for educational innovation and reform, aiming to improve student outcomes, foster independent learning, and equip learners with essential 21stcentury skills. ...
This research investigates the transformative role of Information and Communication Technology (ICT) in educational systems, with a specific focus on its impact on both teachers and students. As ICT becomes more integrated into classrooms, understanding its benefits and challenges is critical for enhancing the teaching and learning experience. The study employed a literature review approach, analyzing existing research on the use of ICT in schools, particularly focusing on its effects on student motivation, participation, achievement, and the attitudes of both students and teachers toward ICT integration. Various studies and case reports from diverse educational settings were examined to assess the overall impact. The findings indicate that ICT adoption in classrooms generally results in positive outcomes. Most studies reported a significant increase in students' motivation to learn, shifting away from traditional teaching methods. The research also highlighted improvements in students’ success rates, participation, computer skills, and overall academic achievement. However, some challenges were identified in ICT integration, particularly due to the advanced technological skills of younger generations, which, if not properly managed, could lead to misuse of technology for non-educational purposes. ICT has a transformative impact on education, enhancing student motivation, participation, and achievement. However, careful planning and oversight are required to ensure that technological advancements are used effectively in the classroom setting.
... Studies by Hong et al. (2022), Öden et al. (2021), and Zhang and Chen (2021) revealed that gamification effectively motivates learners and reduces anxiety in language acquisition. Similar results were reported also in other related studies (Huseinović, 2024;Rivera-Trigueros & Sánchez-Pérez, 2020;Waluyo et al., 2023), where a positive effect on foreign language skills was also observed. Furthermore, research suggests that increased use of gamification improves learners' motivation and the development of their language skills (Yang & Kang, 2022). ...
Over the years, gamification has played an important role in English education. Despite the promising results, there is a scarcity of research on gamified English teaching. Additionally, most studies addressing this topic used tools with problematic validity, posing challenges in interpreting their findings. Therefore, the objectives were to develop and validate a measure assessing the teacher-perceived applicability of gamification applications and the perceived effect on learners’ motivation and learning outcomes. Two samples of 278 (M = 41.2, SD = 9.38; 81.3% females) and 333 (M = 43.7, SD = 9.2; 87% females) participants were used for Exploratory and Confirmatory Factor Analyses, respectively. Network analysis examined the mutual dynamics between the items. Additionally, two retest samples were collected to explore the stability of the scale. Measurement invariance was examined between the samples and education levels. The construct validity was assessed by examining associations with other constructs using Spearman’s Rank correlations. The results supported the four-factor model (CFI = 0.863; TLI = 0.85; RMSEA = 0.076; SRMR = 0.077) with excellent internal consistency (Cronbach’s α = 0.91 and McDonald’s ω = 0.94) and excellent stability (ICC = 0.96). The network analysis identified 9 communities. The measurement invariance revealed that the scale measures the same across different education levels and samples. Spearman’s Rank correlations suggested statistically significant associations between individual subscales and selected constructs except between learning outcomes and general point averages. Altogether, the scale exhibits a high temporal and cross-level robustness, making it a valuable tool for gamification assessment in English teaching.
... Previous research found that the participants stated that studying English helped them advance (Astriningsih & Mbato, 2019). Another claimed that learning a foreign language needs many strategies such as gamification which proved it helped the students in motivating themselves to learn English (Huseinović, 2024). In other situations, on both national and international scales, English usage has steadily increased annually since it became a popular means of communication (Seidlhofer, 2005) The widespread usage of English across numerous sectors has even been linked to professional achievements and financial prospects (Romrome & Mbato, 2023). ...
This study aims to analyze the factors that influence students' attitudes and motivation in learning English as a Foreign Language. These factors include various elements that influence students' desire and interest in learning English, such as internal and external motivation, perception of the usefulness of English, and previous language learning experience. The method to be used is quantitative research using descriptive design. The population is all students of the English Department at Universitas Muhammadiyah Kalimantan Timur (UMKT). The population of this study was about 196 students, and the researcher randomly selected a sample of 132 students from the total population for this study. Based on the results of the study, 69.7% of students have the motivation to learn English because they want to have a profession related to the language later. This shows that most students have a strong motivation to learn English because they see a direct relevance between English language skills and future career opportunities.
... Researchers such as Shortt The observation findings echo existing research, supporting the notion that gamified language learning boosts student motivation and engagement. EG students' heightened participation, enthusiasm, and collaboration align with prior studies highlighting gamification's positive impact (Lamija, 2023;Asih & Halisiana, 2022). These outcomes emphasize gamification's effectiveness in fostering active learning environments conducive to language acquisition. ...
This study adopts a mixed-methods approach, combining quantitative data from pre- and post-tests with qualitative data from observation to assess the impact of gamification on elementary school students' acquisition of foreign language skills as well as their motivation and engagement in EFL classroom. Thirty-two female students from Al-Shabeen Elementary School, currently in fifth grade and aged between ten and twelve years old, participated in the study. They share similar educational and cultural backgrounds. Sixteen students formed the experimental group (EG), engaging in educational games as part of their learning process, while the remaining sixteen students comprised the control group (CG), receiving traditional classroom instruction without gamification. Conducted in Rijal-Alma'a, Saudi Arabia, the study revealed significant differences between the experimental and control groups, particularly in areas such as pronunciation, intonation, fluency, accuracy, and vocabulary, indicating the efficacy of gamification in language learning. Furthermore, integrating gamification into language education is suggested to enhance student motivation, proficiency, and retention of language content, thereby informing future pedagogical practices and policies.
... Hence, the implementation of gamification can promote a growth mindset and assist students in developing a positive and resilient attitude towards learning mathematics. This ultimately can lead to overall academic success and confidence in their mathematical abilities (Huseinović, 2023). ...
This book is a comprehensive compilation of articlescovering various topics in social science, science andtechnology, literature, and product innovation. Eacharticle is carefully selected and peer-reviewed byexperts in the respective fields. This ensures that thecontent is of the highest quality and provides valuableinsights into the latest developments. Moreover, theseproceedings also aim to guide readers towardsemerging mainstream topics, making it a valuableresource for researchers, academics, and professionalsseeking up-to-date information and guidance in theseareas. The collections are available online(https://zenodo.org/communities/apsproceedings/)
... An important area of modern educational science and methodology of using technologies in teaching foreign languages is the study of the beneficial prospects of turning typical speech activity into an easy and enjoyable game [1,2,3,4]. The attitude towards language learning has changed qualitatively not only on the part of students, but also on the part of teachers [5,6,7,8]. The trend is towards the creation of training opportunities through a more informal, elementary atmosphere and environment. ...
This article explores the impact of gamification on foreign language education, highlighting its potential to transform traditional learning methods into engaging and enjoyable experiences. By integrating game elements into language lessons, educators can motivate students, increase their engagement, and improve language proficiency. The article provides a theoretical framework for gamification, discusses the principles of game design, and offers strategies for implementing gamification in language curricula. It also presents case studies and examples of successful gamification applications in foreign language learning. The findings suggest that gamification not only enhances students' motivation and engagement but also fosters better learning outcomes and language retention.
... The results of this research also explore the use of chatbots in education and their dual role as media, learning technology, and teaching materials, similar to the findings of several scholars such as Huseinović (2024) and Jiménez (2024) in efficiently improving the academic results of undergraduate students. This research exploration extends to metaverse adaptive environments so that universities can modernize their curricula by emphasizing teacher and student communication, predicting student performance, providing meaningful lessons and feedback, and creating an active and sustainable classroom atmosphere. ...
The aim of this research is to contribute knowledge on English language teaching materials with public health content based on AI-based design. The authors sought student input and information before starting to design modules for EFL based on AI-powered English classes. The subjects of this research were 51 public health students and two EFL lecturers to determine their needs. Based on these findings, all students strongly agree to provide teaching materials for AI-based English learning courses in higher education.
... To address these problems, there is a growing interest in using gami cation as a pedagogical method to improve learner motivation and engagement. Gami cation is the integration of game features, mechanics, and ideas into non-game contexts such as educational activities and coursework (Huseinović, 2024; Grabner-Hagen and Kingsley, 2023; Abu-Hammad and Hamtini, 2023; Khaldi, Bouzidi, and Nader, 2023; Firsova, Vasbieva and Abaev, 2023; Alsawaier, 2018; Osatuyi, Osatuyi and De La Rosa, 2018). Gami cation uses the motivational features of games to make learning more interesting, engaging, and rewarding for students. ...
Gamification has emerged as a promising approach to enhance motivation and engagement in educational contexts, including computer science education. While anecdotal evidence and case studies suggest its potential benefits, empirical investigation within higher education settings is necessary to ascertain its effectiveness. Of particular importance is the impact of gamification on intrinsic motivation, which plays a crucial role in fostering enduring interest and satisfaction in learning. This paper addresses this gap by investigating the effects of gamification on learner motivation in higher education. To achieve this objective, a gamified learning intervention was developed and implemented among computer science students in higher education. A total of 127 participants enrolled in the computer science bachelor's program were involved in the study. Through rigorous analysis of student data, the study seeks to provide credible evidence regarding the influence of gamification on learner motivation, with a specific focus on intrinsic motivation. Findings suggest that gamification holds promise in enhancing motivation among students, thereby fostering a positive learning experience in computer science education. This research contributes to the growing body of literature on gamification in education and offers insights into its potential to drive meaningful motivation and engagement among learners in higher education settings.
... However, it is important to note that the effectiveness of gamification can vary based on the implementation and context. Research by (Huseinović, 2024) pointed out that the impact of gamification on learning outcomes depends on how well the game elements align with educational objectives and student needs. For example, poorly designed gamification that focuses too heavily on extrinsic rewards may lead to short-term engagement but fail to foster deep learning (Alsadoon, 2023). ...
This study investigates the impact of gamification on student engagement, learning outcomes, and attitudes towards mathematics in middle school education. Utilizing a quasi-experimental design, 200 students were divided into an experimental group, which engaged with a gamified learning platform, and a control group, which followed a traditional curriculum. Pre-test and post-test measures of engagement, academic performance, and attitudes were collected using the Student Engagement Scale (SES), Mathematics Achievement Test (MAT), and Mathematics Attitude Inventory (MAI). The results indicated significant improvements in the experimental group's engagement levels, academic performance, and attitudes towards mathematics compared to the control group. These findings suggest that gamification can effectively enhance educational experiences and outcomes in mathematics by making learning more interactive and motivating. The study underscores the potential of gamification as a valuable pedagogical tool in mathematics education, though further research is recommended to explore its long-term effects and broader applicability.
... Gamification helps learners become more motivated, which improves their academic achievement. It is anticipated that the use of games in education will continue to develop and result in revolutionary adjustments to learning models, curricula, and teaching strategies (Huseinović, 2023). ...
The purpose of this study is to uncover the challenges of teachers teaching qualitative research in North District, Tanjay City Division, for the school year 2023-2024. This study employed a phenomenological design to characterize and comprehend teachers' circumstances. The researcher used a qualified teacher to facilitate focus group discussion with the six participants following an interview guide to gather data and for reflexivity purposes. The FGD was conducted four times for data saturation purposes at one of the restaurants in Tanjay City since it was the participants’ choice and convenience. Moreover, purposive sampling was utilized by the researcher based on the selection criteria. Additionally, a consented audio recording proved to be helpful in accurately transcribing the participants' comments, which were subsequently subjected to thematic analysis. To do this, the researcher had to become familiar with the transcripts, create codes, group codes into themes, examine and clarify themes, and present results. The study revealed five themes: missed opportunities, diversity amidst challenges, management constraints, students’ attitudes towards research and resilience, and resourcefulness amidst challenges. This revealed that teachers’ lack of knowledge, training, irrelevant skills in the subject, students’ low comprehension skills, and lack of interest are the underlying challenges that teachers face in teaching qualitative research. However, despite these challenges, teachers demonstrated resilience and resourcefulness by finding ways to gain knowledge and practice that could help them deliver the subject. Consulting experienced teachers, sourcing out other references, localizing materials, and translating English to Cebuano, their mother tongue teachers helped them sustain the goal of their profession to teach. Thus, the results of this study will form the basis for innovation, training, and workshops for research teachers. This study recommends that Tanjay City Division strengthen any enhancement program that aims to capacitate the teachers in research. Moreover, future researchers can do instrumentation on thematic analysis to gauge the knowledge and skills of research teachers in analyzing qualitative data which will be the basis for innovation and future enhancement programs in research.
... The interactive elements of these tools offer a hands-on experience that traditional textbooks lack, keeping learners engaged and enhancing their language learning experience. This shift towards interactive and engaging digital tools signifies a significant Gamification has proven to be a powerful tool in enhancing learner engagement and motivation in language learning (Huseinović, 2023;La Cruz et al., 2023;Szabó & Kopinska, 2023). By incorporating game elements like points, levels, badges, and leaderboards, language learning platforms create a stimulating and competitive environment that fosters progress and enjoyment, ultimately encouraging regular practice crucial for language acquisition (Ruskulis et al., 2023). ...
This article explores the transformative impact of modern technology and online assessments on language learning, focusing on the shift from traditional educational methods to advanced digital platforms. It examines how technologies such as artificial intelligence (AI), virtual reality (VR), and mobile applications have revolutionized language education, offering scalability, real-time feedback, and personalized learning experiences. The discussion includes an in-depth analysis of the benefits and challenges associated with these technological advancements. Case studies are presented to exemplify successful implementations, while also considering the ethical implications and potential barriers such as the digital divide. The article aims to provide educators, developers, and policymakers with actionable insights and forward-looking predictions to enhance global language education. The future role of emerging trends in shaping the next generation of language learning tools is also speculated, with a call to continue investing in technology-driven solutions that address both current and future educational challenges. This is an open access article under the CC-BY-NC license.
... Gamification refers to integrating game elements and mechanics into non-game contexts, such as educational activities and tasks (Huseinovic, 2023). The purpose of gamification in education is to make learning more enjoyable, interactive, and immersive, thereby enhancing students' engagement, motivation, and learning outcomes (Må rell-Olsson,2021). ...
This article aims to explore the effect of applying gamification in English language skills as a pedagogical approach to enhance students' academic performance in university settings. The researchers employed a mixed-method approach to examine the impact of gamification on English language skills. Gamification involves integrating game elements and mechanics into non-game contexts, such as educational activities. The article examined the effect of gamification and its implementation in teaching English language skills in university settings. The study finds out that gamification offers a promising avenue for promoting engagement, motivation, and proficiency in teaching English language skills. However, further research is needed to investigate gamified learning environments' long-term effects and optimal design principles.
... The results of this research also explore the use of chatbots in education and their dual role as media, learning technology, and teaching materials, similar to the findings of several scholars such as Huseinović (2024) and Jiménez (2024) in efficiently improving the academic results of undergraduate students. This research exploration extends to metaverse adaptive environments so that universities can modernize their curricula by emphasizing teacher and student communication, predicting student performance, providing meaningful lessons and feedback, and creating an active and sustainable classroom atmosphere. ...
The aim of this research is to contribute knowledge on English language teaching materials with public health content based on AI-based design. The authors sought student input and information before starting to design modules for EFL based on AI-powered English classes. The subjects of this research were 51 public health students and two EFL lecturers to determine their needs. Based on these findings, all students strongly agree to provide teaching materials for AI-based English learning courses in higher education.
... The aim of this research was to compare ESL students' performance under standard instruction and under the gamification technique Volume.6, Issue.4 (2023) (October-December) to determine how successful the gamification approach is in instruction anatomy (Huseinović, 2023). ...
The integration of gamification principles into English as a Second Language (ESL) courses within Pakistani universities is transforming the landscape of classroom management. This qualitative research explores the innovative and engaging use of gamified techniques to enhance ESL classroom management, fostering student motivation, participation, and language proficiency. Within the context of Pakistani higher education, this study investigates the potential of gamification to create a dynamic and immersive learning environment. Through interviews with thirty (30) ESL instructors, it uncovers valuable insights into the effectiveness of gamified approaches in the Pakistani educational landscape. Pakistani universities should utilize gamification to create vibrant, motivating, and highly effective ESL learning environments, thus enhancing language acquisition outcomes, promoting student engagement and participation, and enriching the educational experience for students. By offering evidence-based recommendations, this study empowers ESL instructors and educational policy-makers to leverage gamification as a potent tool for ESL classroom management.
... Students' dissatisfaction with the system could also be explained by the fact that students who attend online classes are often disconnected and isolated, and it is necessary to use specific tools such as Discord and Teams, which should be in conjunction with the LMS because these tools help to increase connections, establish communities and increase student engagement and might have positive effects on LMS system success (Kahu et al., 2022) and student performance. Therefore, educational institutions seeking greater benefits from their systems should pay more attention to enforcing legislation and coordinating actions (Huseinović, 2023;Sulaiman et al., 2023), as well as to quality and organizational factors during LMS system design and implementation (Al Mulhem, 2020). Teaching staff should be trained to use LMS system efficiently, provide fast services to the students, understand and meet students' needs successfully (Dautbašić & Bećirović, 2022;Salim et al., 2021;Selinger & Gröstenberger, 2023). ...
This study aims to determine the factors influencing the efficient and successful use of LMS among university-level students. A multiperspective approach was performed using TAM3 and ISS framework to achieve the aforementioned aim. The survey was administered to 371 university students. Structural equation modeling (SEM) has been conducted to test the model. The findings showed that information quality significantly impacts output and system quality, while output quality significantly affects perceived usefulness. However, there was an insignificant relationship between output quality and system quality, information quality and user satisfaction, and information quality and perceived usefulness. Likewise, system quality does not significantly affect perceived usefulness and system success. The test of the structural model demonstrated the negative relationship between user satisfaction and system and output quality and system success. Thus, the success of the LMS system should be enhanced through improvements of the content, system, and output quality, which lead to increased students’ satisfaction and perceived usefulness of LMS. This study provides valuable theoretical and practical implications. Given that most previous studies focused on student satisfaction with LMS, this study adds to the literature on LMS system success at the tertiary level of education. Further, the results of this research may contribute to improvements in educational policy, teachers’ pre-service and in-service training and practices, and the effectiveness of students’ LMS use.
This study explores the impact of gamification on the development of English vocabulary in preschool children aged 4-6 at "Cinco de Octubre" school in Ecuador. Gamification incorporates elements such as points, rewards, and challenges into educational settings, fostering engagement, motivation, and self-directed learning. The research employs a qualitative design, collecting data from ten teachers experienced in using gamification tools for English instruction. Results highlight the positive effects of gamified activities, including enhanced student motivation, active participation, and improved vocabulary retention. Teachers reported significant academic improvements, with students exhibiting increased enthusiasm for learning English as a foreign language. Popular gamified methods included interactive storytelling, matching games, and competitive activities, which helped students connect learning with enjoyment. However, findings also acknowledge potential challenges, such as the need for tailored activities to accommodate diverse student needs and access to technology. The study concludes that gamification is a powerful tool in early language education, enabling dynamic and meaningful learning experiences. Recommendations are offered for educators and curriculum developers to integrate gamified approaches effectively, emphasizing their role in fostering linguistic skills and broader cognitive, social, and emotional development. Future research could investigate the long-term impacts of gamification and its application in low-technology environments to ensure inclusive education.
Introduction: This paper provided a comprehensive review of previous research on technologies surrounding gamified Augmented Reality (AR) and Virtual Reality (VR) and the effects of this amalgamation of Extended Reality (XR) on English language teaching and learning. Methods: A total of 138 articles were examined from six perspectives: explore the development of XR technology for use in education, especially English language learning; examine gamification; its theoretical background and the role motivation plays in gamified contexts; investigate if the pedagogical strategies associated with the integration of gamification techniques with XR technologies can improve English language learning; identify the potential benefits and challenges of using AR/VR technologies for teaching English; and detect current research limitations and gaps. Results: It was found that immersing learners into virtual and augmented worlds can improve vocabulary, bridge formal and informal learning, enable interaction and collaborative learning, provide opportunities for situated learning, and reduce anxiety. Overall, gamified AR had a meaningful effect on student learning outcomes. Discussion: Review implications include the need for: more prepared instructors utilizing XR technology; sufficient theoretical backing, such as frameworks and models; and research that compares traditional approaches and XR technology for teaching English.
Introduction: This paper provided a comprehensive review of previous research on technologies surrounding gamified Augmented Reality (AR) and Virtual Reality (VR) and the effects of this amalgamation of Extended Reality (XR) on English language teaching and learning. Methods: A total of 138 articles were examined from six perspectives: explore the development of XR technology for use in education, especially English language learning; examine gamification; its theoretical background and the role motivation plays in gamified contexts; investigate if the pedagogical strategies associated with the integration of gamification techniques with XR technologies can improve English language learning; identify the potential benefits and challenges of using AR/VR technologies for teaching English; and detect current research limitations and gaps. Results: It was found that immersing learners into virtual and augmented worlds can improve vocabulary, bridge formal and informal learning, enable interaction and collaborative learning, provide opportunities for situated learning, and reduce anxiety. Overall, gamified AR had a meaningful effect on student learning outcomes. Discussion: Review implications include the need for: more prepared instructors utilizing XR technology; sufficient theoretical backing, such as frameworks and models; and research that compares traditional approaches and XR technology for teaching English.
This study investigates the impact of gamification techniques, including Kahoot!, Classcraft, and Badgeville, on learner motivation, engagement, and perceptions of learning effectiveness and enjoyment in online learning environments. Employing a quantitative research approach, the study utilizes Structural Equation Modeling (SEM) to analyze the relationships between gamification elements and learner outcomes, framed by Self-Determination Theory (SDT). Data collected from a survey of 169 academics across varis fields reveal that gamification techniques, such as leaderboards, badges, points systems, and challenges, significantly enhance learner engagement, with an average increase of 25% observed. Rewards, incentives, and competitive challenges boost both intrinsic and extrinsic motivation, leading to a 30% improvement in learner performance. Despite a slight negative perception regarding gamification's impact on learning effectiveness, a 20% increase in perceived enjoyment underscores its overall positive influence. Knowledge retention significantly impacts learner engagement, perceived learning effectiveness, and enjoyment, with a correlation coefficient of 0.65 between retention rates and engagement levels. These findings highlight the importance of balancing competitive elements to optimize motivation, effectiveness, and enjoyment while maintaining a supportive learning environment. The study provides actionable recommendations for designing gamified e-learning environments that effectively integrate gamification elements to enhance engagement, motivation, and knowledge retention, offering evidence-based guidance for educators aiming to create engaging and effective online learning experiences.
This article has crafted a detailed bibliometric review of gamified learning in higher education which provides the reader a broad scientific background and an overview of relevant publications and their up-to-date status in this growing domain. The study examines the spread of publications over the time, revealing a development of a dynamic curve from minor to peak in 2021, and then leveled-off of activity in the rest of the years. There is special focus on high-achieving authors and institutions that are praised by the work for their key contributions to the field of gamified learning research. The aspect of global geographical distribution of gamified learning studies in the literature is expounded. While the USA and Turkey rank first in this regard, they also head the discourse. The role of key journals and a citation analysis provide the evidence of the highly reputable and established place the gamified leaning has in higher education. This bibliometric review offers important information about the multifaceted aspects of gamified learning and subsequently may be used by future researchers to dig deeper and contribute to the literature.
Ця стаття досліджує ефективність стратегій викладання англійської медичної термінології в умовах дистанційного навчання, зосереджуючись на інтерактивних онлайн-платформах. Дистанційне навчання трансформувало медичну освіту, надаючи доступність та мобільність студентам по всьому світу. Однак забезпечення активної участі студентів у роботі під час занять залишається викликом, особливо у процесі вивчення предметів, таких як англійська мова за професійним спрямуванням в умовах дистанційного навчання. У дослідженні було проаналізовано інтерактивні стратегії вивчення англійської медичної термінології студентами-медиками, а саме: інтерактивні тести, мультимедійні презентації, диспути та форуми для обговорення. Збір даних включав опитування, постійний зворотний звʼязок та оцінку успішності. Результати свідчать про значне покращення залучення студентів, їх мотивації та розуміння завдяки впровадженню інтерактивних стратегій. Форуми для обговорення, мультимедійні презентації, гейміфікація виявилися цінними інструментами та підходами для покращення навчального досвіду студентів. Перспективи подальших досліджень включають вивчення додаткових інтерактивних елементів та технологій для подальшого покращення результатів навчання. Проведення досліджень у цьому напрямку має важливе значення для розвитку методики навчання та покращення досвіду дистанційного навчання в медичній освіті.
The rapid integration of digital technologies into education presents unique opportunities for enhancing foreign language acquisition. This article investigates the effective use of digital platforms in language learning, focusing on virtual reality (VR), gamified learning environments (GLE), and adaptive learning systems (ALS). The study evaluates the pedagogical benefits and challenges associated with these technologies, offering a comprehensive analysis of their impact on learner engagement, proficiency, and retention.
Empirical data from multiple case studies illustrate how VR can create immersive learning experiences that enhance language retention and practical application. Gamification, through mechanisms like points systems and leaderboards, has been shown to significantly increase learner motivation and course completion rates. Adaptive learning technologies provide personalized educational experiences that accelerate learning progress by adjusting to individual performance and feedback.
The findings suggest that a strategic integration of these digital tools can revolutionize language learning pedagogies, making them more engaging, efficient, and adaptable to diverse educational needs. The article proposes an integrated framework for the application of these technologies in language education and discusses the implications for future pedagogical practices.
Future research directions include longitudinal studies to evaluate the long-term effects of these technologies, exploration of their cross-cultural applicability, and the potential integration with traditional teaching methods to create hybrid learning environments. This study not only contributes to the academic field of educational technology but also provides practical insights for educators seeking to incorporate digital innovations into their language teaching strategies.
Since the COVID‐19 pandemic prompted numerous global changes, educational institutions in Bosnia and Herzegovina were forced to adapt their educational approaches, with schools and universities implementing alternative teaching and learning practices. Thus, this study aimed to investigate students' perspectives on the digital transformation of higher education in Bosnia and Herzegovina, including their preferences for hybrid, online, or face‐to‐face teaching models, their internet habits and readiness for e‐learning, their attitudes and satisfaction with online learning, and their computer anxiety. The research sample consisted of 330 students studying in a variety of fields and academic years at both public and private universities. The data was gathered via an online questionnaire. A multinomial logistic regression analysis revealed a significant effect of students' field of study, year of study, and university status on their preferences for hybrid, online, and face‐to‐face classes. However, the MANOVA test revealed that the aforementioned factors have an insignificant effect on students' internet habits and readiness for e‐learning, attitudes and satisfaction with online learning, and computer anxiety, all of which have an insignificant impact on student's academic achievement as determined by standard multiple regression analyses. Additionally, multivariate analysis revealed that students' preferences for hybrid, online, and face‐to‐face classes have a significant influence on their internet habits and readiness for e‐learning, attitudes, and satisfaction with online learning, and computer anxiety. The findings of this study may aid in a better understanding of tertiary education's digital transformation and the improvement of educational policy, curricula, and instructional and learning strategies.
Despite constantly growing, many educational institutions have not been prepared to shift from traditional to online learning environments until the pandemic. Current research aims to examine online students' satisfaction, interactions, internet self-efficacy and self-regulated learning among 210 high school students. The questionnaire has been used to collect the data from the participants. The findings suggested that the participants feel confident while using the Internet and are quite self-directed and do not lack interactions or satisfaction with online learning. Furthermore, the findings indicated that while grade level and GPA insignificantly influence students' satisfaction, time spent online and gender influence it significantly, with males reporting higher levels of satisfaction. While GPA and grade level significantly affect online interaction, gender and time spent online have no impact. Morever, students who invest extra efforts into learning and obtain high grades feel significantly more satisfied with online learning than those with lower grades. The time spent online significantly affect internet self-efficacy and self-regulated learning, while the influence of grade level, GPA and gender is insignificant. This study findings may help instructors create an online classroom environment conducive to improving online students' satisfaction, interaction, internet self-efficacy and self-regulated learning and, as a result, improve the effects of online education.
Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher’s support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' self-directed use of technology for language learning which consists of seven subscales. The results show that the participants’ experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher’s support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students’ gender and grade level but significant differences based on the students’ EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.
Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.
This study aims at finding out the most appropriate games for enhancing listening skills to students of the Faculty of the Economics Muhammadiyah University of Ponorogo. The process and the result of enhancing students’ listening skills of English were the main focuses of this study. Echeverría et al.’s model of classroom action research method was used to do this study. The technique consists of four stages, namely: (1) planning, (2) implementing, (3) observing, and (4) reflecting. The data was collected through the instruments were the listening tests, observation checklist, and questionnaires. The gained data were analyzed descriptively to know the process and the result of improvement caused by the application of each game. Based on the application of the games, the criteria of success were effectively reached in Cycle 2. 74% of the quantity of the students could obtain the scores more than 60, and 90% have assertive responses on the application of games. This means that using games is significantly useful to be used for enhancing the students’ listening skills.
With the sudden changes caused by the ongoing worldwide pandemic in Malaysia and rapid progress in the educational learning system towards online learning, some teachers wondered about the application of technology in students' education and how it would impact their learning process. Therefore, the main objectives of this research are (1) to contextually understand the university interns' perception of ICT Techs (MALL, Gamification, and VR) in teaching English for secondary school students during the Covid-19 Pandemic in Malaysia, and (2) to determine which of these ICT Techs (MALL, Gamification, and VR) would be most preferred by the interns for teaching English to secondary school students in Malaysia. The research design for this study was quantitative and a web-based questionnaire was adapted from three articles (Mihaela Badea, 2015; Huseyin Oz, 2015; and Ali Rahimi, Niloofar Seyed Golshan & Hooman Mohebi, 2013). The reliability test indicated a value of 0.866 with Cronbach's Alpha reliability statistic. From a total of 63 university interns selected from a private university in Malaysia, the results indicated that 38.1% chose MALL, 33% chose Gamification, and 29% chose VR, as their preferred technology to teach English for secondary school students during this Covid-19 Pandemic in Malaysia. Evidence suggested that online learning can be more effective for students where they can control their own learning pace, compared to learning in a classroom environment. Thus, future English teachers should explore and apply innovative pedagogical methods in the teaching-learning process during pandemic outbreak in Malaysia, while contributing to the development of motivation, participation, and engagement among secondary school students in acquiring the English language.
Using mobile ESL apps greatly impacts students' motivation. The main reason for using mobile apps is that the students learn in an engaging way using online/offline tools. Using mobile apps support the usual face to face learning by encouraging students to practice the language with the help of various multimedia-based assignments. This approach inspires learners to know more and discover L2 by using their smartphones. The use of portable technologies makes it easier for learners to study whenever and wherever they want. It also facilitates 'just-in-time' learning, where learners can often take advantage of unexpected free time, since they frequently have their devices with them. Learners can create, share, and adapt their own content and evaluate these in social media networks of peers, colleagues or others that are not necessarily sharing the same lesson or classroom, expanding the learning experience beyond the traditional teacher-centered classroom model. The researcher will survey some free mobile ESL apps, online and off-line, show how mobile ESL apps increased her students' sense of control and autonomy over their learning and reflect on the way the apps were used to improve students' ESL skills. The researcher will also share best practices on how mobile ESL apps can be used to motivate students and enhance the processes of teaching and learning.
h4>This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68 papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes. </h4
Integrating technology in the classroom has increased in the last few years. Previous studies on the interactive response system (IRS) have generally being in mind of instructors of languages to facilitate teaching and learning process. The purpose of the present study was therefore to explore the use of the online platform Kahoot! As a tool for teaching and learning vocabulary in an English Class. A quasi experimental design process was developed throughout a period of time to see how helpful this tool was in the learning vocabulary process in English Language classroom. The results support previous studies which found that using IRS improved learners' engagement and interaction. They also provide further evidence that the use of Kahoot! Increased motivation and improved acquisition of vocabulary for later exams. The results of the students' satisfaction survey indicated that students enjoyed playing Kahoot! And found it easy to use. It is necessary to use classroom technology in language classrooms to improve learning, and gamification is one of the latest approaches used in language classes. Kahoot! is a platform that can be used also for informal assessment. 442 Kahoot! Una herramienta digital para aprender vocabulario en un aula de idiomas RESUMEN La integración de la tecnología en el aula ha aumentado en los últimos años. Los estudios anteriores sobre el sistema interactivo de respuesta (IRS) tienen generalmente en mente de los instructores de idiomas para facilitar el proceso de enseñanza y aprendizaje. El propósito del presente estudio fue, por lo tanto, explorar el uso de la plataforma en línea Kahoot! Como una herramienta para la enseñanza y el aprendizaje de vocabulario en una clase de Inglés. Un proceso de diseño cuasi experimental se desarrolló a lo largo de un período de tiempo para ver cuán útil fue esta herramienta en el proceso de aprendizaje del vocabulario en el aula de inglés. Los resultados apoyan estudios anteriores que encontraron que el uso de IRS mejoró el compromiso y la interacción de los estudiantes. También proporcionan pruebas adicionales de que el uso de Kahoot! Mayor motivación y mejor adquisición de vocabulario para exámenes posteriores. Los resultados de la encuesta de satisfacción de los estudiantes indicaron que los estudiantes disfrutaron jugando Kahoot! Y lo encontró fácil de usar. Es necesario utilizar la tecnología de aula en las aulas de idiomas para mejorar el aprendizaje, y la gamificación es uno de los últimos enfoques utilizados en las clases de idiomas. Kahoot! es una plataforma que puede utilizarse también para la evaluación informal. Palabras clave: Kahoot !, IRS, tecnología de aula, gamificación, aprendizaje basado en juegos, evaluación informal.
The gamification of education can enhance levels of students’ engagement similar to what games can do, to improve their particular skills and optimize their learning. On the other hand, scientific studies have shown adverse outcomes based on the user’s preferences. The link among the user’s characteristics, executed actions, and the game elements is still an open question. Aiming to find some insights for this issue, we have investigated the effects of gamification on students’ learning, behavior, and engagement based on their personality traits in a web-based programming learning environment. We have conducted an experiment for four months with 40 undergraduate students of first-year courses on programming. Students were randomly assigned to one of the two versions of the programming learning environment: a gamified version composed of ranking, points, and badges and the original non-gamified version. We have found evidence that gamification affected users in distinct ways based on their personality traits. Our results indicate that the effect of gamification depends on the specific characteristics of users.
First part title: Studying the impact of gamification on learning and engagement based on the personality traits of students
Technology has become a norm in this 21st-century era. Many industries see technology as a panacea to aid daily tasks. Classroom learning is now being modernised complementing the revolution. One in-trend tool in education nowadays is gamified-learning. Gamified-learning has been hypothesised to be able to bring learning to another level and has made its way to assist language learning, especially English as a second language (ESL). However, the issue of whether gamified-learning is suitable for teaching ESL vocabularies is still debatable, as games are mostly said to be for fun, which might inhibit learning. With much importance on the need for modernising ESL classrooms, it is also vital to know the students’ thoughts on gamified-learning. The theory of gamified-learning emphasized the perceptions of users in terms of interesting game characteristics, easy to understand, positive experience and improve their learning. Thus, this paper aimed to identify students’ perceptions of gamified-learning in enhancing their ESL vocabularies. A number of 37 secondary school students participated in this empirical study by answering ten items on a questionnaire, which were later calculated using percentages. Based on the results, it can be seen that students perceived gamified-learning to be interesting, encouraging, easy to use, provides a positive learning experience, improves their thinking skills and allows them to explore their own learning. This paper implied that teachers should incorporate elements of gamified-learning into their teaching sessions to obtain the desired learning outcome. Future research can focus on the students’ perceptions of the different types of games based on gender. All in all, gamified-learning provides a fun learning platform in brightening the ESL classroom.
This paper explores the design and development of two mobile applications that can be used to study a foreign language. Each application is designed with a different approach to learning. One immerses the learner into a traditional environment with the ability to review grammar, track personal statistics, and complete tasks. The other employs gamification as the primary method to engage learners. After the prototypes for both applications were created, we carried out extensive, in-depth interviews to assess the applications’ user experience and learning experience. The findings suggest that gamification can support long-term student retention, but “gamified” applications should provide some degree of language instruction to help guide users towards proficiency.
This study provides a taxonomy of prominent opportunities and challenges yielded by utilizing gamification and serious games for English language learning. A Delphi method is used to gather computer science students’ opinions resulting from a SWOT analysis of the use of these two different game-based ways to learn English language. This study produced an ordered list of important adoption and entry issues to consider when gamifying the English language learning experience. Additional factors were identified through a discussion of these issues. Based on our findings, we further discuss the relevance and implications of opportunities and challenges associated with gamification and serious games.
This study deals with the investigation of motivation and achievement of students learning English as a second language across different age. The sample of this research consists of 210 students aged ten, fourteen, and eighteen. In order to collect data on learners' motivation, an adapted questionnaire consisting of 44 statements, constructed by Schmidt and Watanabe (2001) was used. The results demonstrate a significant relationship between age and motivation. The ten-year-olds had the highest motivation for learning English as a second language, while the eighteen-year-olds had the lowest motivation for learning English as a second language. The ten-year-olds also scored the highest achievement in learning English as a second language. Moreover, the results also show a significant data in measuring correlation between achievement and motivation. By using a Spearman's correlation coefficient, a positive and a significant correlation between achievement and motivation have been revealed. The research results can be beneficial for teachers, parents, and students in finding the most effective approach to learning and teaching English as a second language.
This study explores the use of language learning apps as a didactic tool for vocabulary building in an English as a Foreign Language (EFL) context. It was developed through a mixed-methods approach, with a concurrent design in order to collect, analyze and validate qualitative and quantitative data. Although there was controversy on the use of technology in the classroom in the rural context where this study was developed, it advocated for practices that could go beyond the classroom boundaries and that were part of students’ lives and social realities. The participants were 20 high school students and the intervention was during a six-month period. The data collection instruments included an initial diagnosis and a final development test, eight lessons and eight assessment sessions using language learning apps (Duolingo and Kahoot), eight entries to a research journal and a final survey. In the end, it was possible to provide evidence of the way technology and classroom practices can be allied to effectively foster vocabulary building.
Play is a social-centred process, able to boost motivation and promote learning across all levels and ages. With the growing push for creativity in the classroom as well as the application of effective technology in teaching and learning, it can be a daunting task for educators to find fitting competitive or game-based learning platforms. Foremost, educators need to consider elements such as motivation and whether the platform is likely to foster – and reinforce – learning. In the present study, a cohort of undergraduates at a public university in Malaysia were exposed to the use of Kahoot!, a game-based learning platform, during their weekly lectures for one semester. The participants were students of English for the Media, which covers theoretical and practical dimensions. The latter dimension includes the learning and application of media language features and devices. Survey data (51 respondents) on the whole indicated that the students found Kahoot! to be beneficial in terms of: 1) inducing motivation as well as engagement, and 2) fostering and reinforcing learning (for both theoretical and practical aspects). The 33-item questionnaire created by the researchers was also tested for reliability, with returned values indicating high internal consistency, thus making the instrument a reliable option for use in future studies. The study’s findings are of relevance to researchers, educators, course designers, and designers of game-based learning applications. Keywords: Kahoot!; gamification; game-based learning; higher education; motivation; learning; knowledge reinforcement
This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine how gender influences motivation and achievement in learning English as a foreign language. The research sample consists of 185 students aged ten (fifth grade), fourteen (ninth grade) and eighteen (twelfth grade). The results demonstrate a statistically significant relationship between gender and motivation. Ten-year-old students exhibit the highest motivation for learning English as a foreign language, while the eighteen-year-olds exhibit the lowest motivation. In addition, female students are more successful at learning English as a foreign language than male students at each group/grade level. Moreover, the findings also reveal statistically significant results in measuring the correlation between achievement and motivation and can be highly beneficial for teachers, parents and students in adopting the most effective approach to learning and teaching English as a foreign language.
The theory of gamified learning (Landers RN, Simul Games 45(6):752–768. doi:10.1177/1046878114563660, 2014) presents a theoretical model in which game elements, drawn from the serious games literature, are used in isolation or in limited combination to gamify existing instructional processes in order to improve learning. Critically, individual game elements must be linked to specific behavioral, motivational, or attitudinal outcomes, which in turn must be linked to learning outcomes, in order for gamification to be effective. Without establishing such links, gamification may appear to be unsuccessful when implementations have in fact succeeded. In this chapter, we expand upon the theory of gamified learning by providing applied examples of each of the nine major categories of game elements and linking those elements theoretically to the behavioral and attitudinal constructs they are best predicted to affect. In short, we explain how to gamify learning in a scientifically supported fashion. We conclude with recommendations for both research and practice of gamification in learning.
The present study examined e-learning enjoyment to see if it could predict high school students’ vocabulary learning through a digital video game. Furthermore, the difference between those who played and those who watched the game was assessed. Participants of the study were male, high school, EFL students (N = 136, age 12–18) randomly assigned to two treatments: Players, who were exposed to the vocabulary through playing a digital video game and Watchers, who watched two classmates play the same game. After the treatments (one session a week for five weeks), an e-learning enjoyment scale and a vocabulary posttest were administered. Also, researcher field notes were written down. Data analysis involved t tests, ANOVAs, and a standard multiple regression. The results indicated that e-learning enjoyment significantly predicted the variance in game-enhanced vocabulary learning. There was no significant difference between Players and Watchers. It is concluded that enjoyment could help students keep up through the sustained, long-term process of language learning by motivating them. Also, the findings help identify better suited commercial video games for educational purposes and design more useful educational video games.
The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students and teachers. The authors conducted a convergent mixed methods design to achieve the research objectives. Three critical and practical recommendations for effective mobile learning experiences were scrutinized for design and implementation of Mobile Assisted Language Learning (MALL): effective instructional strategies, training or professional workshop development, and ongoing technical support and assistance.
There has recently been growing interest in the area of gamification, the application of game elements to non-game contexts. This concept has been put to use in several different fields, one such field being education. What is good about game-informed learning is that when conditions are satisfied, learners can enhance their intrinsic motivation towards goal achievement. For the purpose of the study, two types of discussion were utilized: gamification and flipped classroom. The flipped classroom used technology to access the lecture and other instructional resources outside the class- room. This paper proposes the flipped classroom support methods using the Gamification. In order to discuss the pros and cons of gamification of education, the authors conducted an experiment and questionnaire using flipped classroom with gamification elements for English as foreign language education. The results of this study particularly highlighted the importance of well-de- signed tutorial, task, interface and feedback for the effective game-based e-learning. It is an inverted version of the traditional learning model.
Massively multiplayer online role-playing games (MMORPGs) have been identified in the literature on computer-assisted language learning (CALL) as tools with the potential to facilitate learning, as it is claimed that they provide opportunities to engage in types of interaction hypothesized as beneficial in second language acquisition (SLA) research. This chapter first provides an examination of the key features of these games. The discussion then focuses on an overview of current research. This is followed by an analysis of findings from an experimental qualitative study that investigates the real-time MMORPG-based interaction of Japanese intermediate-level EFL learners based at a university in Japan. The data show that the orientation enabled the learners to effectively utilize the communication tools provided. Analysis indicates that during participation in the game the learners assumed an active role in managing their interaction. Moreover, it was found that the learners utilized discourse management strategies that facilitated the consistent production of coherent target language output. The findings demonstrate that the participants engaged in social interaction involving collaborative dialog that was conducted exclusively in the target language. Learner feedback suggests that interaction in the MMORPG, though challenging, proved to be engaging, motivating, and enjoyable.
This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, phonological awareness and rapid automatized naming [RAN]). Findings are mixed with regard to auditory and visual perception: they do not appear subject to slow motor development, but lack of control for comorbidities confounds interpretation. Longitudinal studies of outcomes show that children at family risk who go on to fulfil criteria for dyslexia have more severe impairments in preschool language than those who are defined as normal readers, but the latter group do less well than controls. Similarly at school age, family risk of dyslexia is associated with significantly poor phonological awareness and literacy skills. Although there is no strong evidence that children at family risk are brought up in an environment that differs significantly from that of controls, their parents tend to have lower educational levels and read less frequently to themselves. Together, the findings suggest that a phonological processing deficit can be conceptualized as an endophenotype of dyslexia that increases the continuous risk of reading difficulties; in turn its impact may be moderated by protective factors. (PsycINFO Database Record
This paper reports on a study into the effects of digital game play on learners' Willingness to Communicate (WTC), or individuals' "readiness to enter into discourse at a particular time with a specific person or persons, using a L2" (MacIntyre, Dörnyei, Clément, & Noels, 1998, p. 547). Thirty Thai learners of English as a foreign language enrolled in a University language course completed six 90-minute lessons playing Ragnarok Online, a popular online role-playing game. The game had been installed on a private server and was thus only available to participants in the study. We modified the game to include special instructions, or quests (missions that players are assigned to accomplish in order to get items and progress throughout the game), designed to encourage collaboration and communication. To gauge participants' WTC, a series of questionnaires was designed, adapted from MacIntyre et al's (2001) WTC scale and previous studies on language and communication anxiety (Horwitz, Horwitz, & Cope, 1986; McCroskey & Richmond, 1982) and perceived competence (Compton, 2004; MacIntyre & Charos, 1996). These asked respondents about their (own perceptions of their) willingness to use English, as well as their confidence, anxiety, and perceived communicative competence in communicating in English. The questionnaires were administered at the start of the course, and again after six gaming sessions. Results on the first set of questionnaires showed that students had low confidence, high anxiety, low perceived competence, and low WTC. The second set of results showed a marked and significant improvement, with participants feeling more confident, less anxious, more competent, and more willing to communicate. We argue that the careful construction of tasks that draw on the affordances of games can have a positive effect on the language learning process.
Teachers want their lessons to be enjoyable, immersive, productive and full of learning. In this regard, digital games have everything we want. Successful digital games maintain players’ attention, require them to solve problems, acquire new knowledge and learn new skills. Moreover, despite the considerable amount of learning, emotional investment including frustration, and often monotonous labour (e.g., working back through levels each time you die), players will not only persist but also call it ‘fun’. It is not surprising then that the idea of incorporating digital games into the classroom has taken hold of teachers for decades. More recently educators have realised that we can also learn from the success of digital games and use game principles to ‘gamify’ learning activities. However digital games are not a “magic bullet” for education. We can’t simply insert a digital game into a classroom and expect students to learn, or for behaviour management and motivation issues to be resolved. This chapter aims to briefly explain how digital games and gamification can be used in education, and some of the concerns in doing so.
Thanks to the advancement in technology, web-based classroom response system is available in leveraging mobile phones to perform function in similar to that of traditional 'clickers. Mobile phones can be used to enrich communication in classroom. Teachers do not need to hand over the clicker devices to students anymore. Individual students can respond to teachers' questions right on their mobile devices. The paper reports two pilot cases in which teachers at two universities in Hong Kong adopted the web-based classroom response system. The primary objective of the study was to evaluate the feasibility of such practice in real classroom situation. However, the results have not been all promising. The success of web-based classroom response system was dependent on the possession of high-end mobile devices and skills to maneuver these devices. © 2011 Shun Leung Lam, Kevin Wong, Joseph Mohan, Dongyan Xu, Paul Lam.
This quasi-experimental study attempted to investigate which mode of language games, paper-based or computer-based, can better expand the English vocabulary size of Form Four students especially at the 2000 word-level. Seventy students were involved in this study i.e. thirty-five in each group. The study was conducted in three stages. First, the participants sat for the Productive Vocabulary Levels Test (PVLT) as a pre-treatment measurement. Then the Experimental Group 1 played the computer-based games and the Experimental Group 2 played the paper-based games for seven weeks before sitting for the first post-treatment parallel PVLT. After that, both groups switched treatments before they were assessed again using the second parallel PVLT. The statistical analysis of the pre-and post-treatment test scores were done using the t-test. The results show a significant gain for both modes of games, but the computer-based games had a higher mean gain. The study provides evidence that the computer-based games had better influence on students' vocabulary enhancement than the paper-based games.
One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy, Gamification is basically new, but it has been used successfully in the business world. Gamification not only uses game elements and game design techniques in non-game contexts (Werbach & Hunter, 2012), but also empowers and engages the learner with motivational skills towards a learning approach and sustaining a relax atmosphere. This personality factor as Brown (1994) addresses is fundamental in the teaching and learning of L2. This article covers aspects regarding language, second language learning methodology and approaches, an overview of the integration of technology towards L2 instruction, Gamification as a concept, motivational theory, educational implications for integrating the strategy effectively, and current applications used. It also calls for a necessity of empirical evidence and research in regards to the strategy.
In English vocabulary learning, continuation is an important factor; however, many learners are not good at continuing learning because they tend to prefer amusement or rest. Our proposed system is targeting learners who are eager to learn but are not able to continue learning for various reasons. We especially focused on English vocabulary learning, and described an approach for learners who have difficulty with continuing learning. Our developed application aggressively supports the learners' sustainable motivation by gamification techniques and an efficient difficulty setting method.
What if every part of our everyday life was turned into a game? The implications of “gamification.”
What if our whole life were turned into a game? What sounds like the premise of a science fiction novel is today becoming reality as “gamification.” As more and more organizations, practices, products, and services are infused with elements from games and play to make them more engaging, we are witnessing a veritable ludification of culture.
Yet while some celebrate gamification as a possible answer to mankind's toughest challenges and others condemn it as a marketing ruse, the question remains: what are the ramifications of this “gameful world”? Can game design energize society and individuals, or will algorithmicincentive systems become our new robot overlords?
In this book, more than fifty luminaries from academia and industry examine the key challenges of gamification and the ludification of culture—including Ian Bogost, John M. Carroll, Bernie DeKoven, Bill Gaver, Jane McGonigal, Frank Lantz, Jesse Schell, Kevin Slavin, McKenzie Wark, and Eric Zimmerman. They outline major disciplinary approaches, including rhetorics, economics, psychology, and aesthetics; tackle issues like exploitation or privacy; and survey main application domains such as health, education, design, sustainability, or social media.
Using educational games for the improvement of the students’ vocabulary retention has been widely used in the educational setting for many decades. The acquisition of vocabulary as part of the subskills of the English language is considered a vital part of learning any target language. Hence, this research study aimed at exploring the effects of using games to teach vocabulary in reading comprehension among freshmen students at Takhar University. This study has employed a mixed-method involving pre-test, post-test, and a semi-structured interview. The researcher employed descriptive statistical analysis to analyze the frequency and percentage of the respondents. The inference method of the content analysis is also used for the semi-structured interview to identify whether games are motivating the students to enhance their vocabulary knowledge of the student. The targeted group was 20 students from the English department. They were freshmen students of the English department at Takhar University. Their ages were ranging from 18 to 25 including both male and female students. The findings of the present study revealed that employing games are effective and beneficial for teaching vocabulary in reading comprehension. This study also indicated that games improve students’ motivation in acquiring vocabulary. Besides, it is hoped that educational games are more attractive, fun, and helpful in teaching and as well as building the vocabulary knowledge of the students. It is proposed that teachers should look for educational games and techniques to involve their students in the use of a creative expression in the enhancement of the vocabulary knowledge.
Digital gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students’ learning and educational practice. This systematic review presents an overview of the state of the art on the use of gamification for LESL in digital environments. Furthermore, this review study maps learning experiences of learners and their learning outcomes when they deal with LESL through gamification. For this systematic review, 22 publications dating from 2008 through 2019 were studied to highlight the foci of this field of research. Although, these studies reported positive effects of gamification on learners’ learning experiences and their learning outcomes, none of the publications reported specific gamification elements associated to the learning experiences and outcomes. Being enjoyable, engaging, motivating and fun were positive learning experiences of gamified LESL environments. Content language learning, engagement, motivation, and satisfaction were targeted learning outcomes of gamified LESL. The results of this study provide suggestions on how to design digital gamification for students’ LESL and their corresponding learning experiences and outcomes.
This study investigated the affordances for autonomous learning in a fully online learning environment involving the implementation of task-based instruction in conjunction with Web 2.0 technologies. To that end, four-skill-integrated tasks and digital tools were incorporated into the coursework. Data were collected using midterm reflections, post-surveys and final interviews from two online elementary language courses. The results indicate that the types of tasks and digital tools utilized fostered learner autonomy in different ways. Structured tasks enabled students to work independently to create content, whereas open-ended tasks allowed them more freedom in exploring the understanding of a particular topic through social interaction. Significantly, teacher scaffolding through modeling and timely feedback affected student self-regulated efforts in online learning. The study concludes that personal commitment to the coursework and cognitive engagement with the learning material contributed to the degree of learning autonomy and the level of social interaction in fully online language learning.
We synthesized the literature on gamification of education by conducting a review of the literature on gamification in the educational and learning context. Based on our review, we identified several game design elements that are used in education. These game design elements include points, levels/stages, badges, leaderboards, prizes, progress bars, storyline, and feedback. We provided examples from the literature to illustrate the application of gamification in the educational context.
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This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus upon the product of listening, in the form of answers to questions, ignoring the listening process itself. The author provides an informed account of the psychological processes which make up the skill of listening, and analyses the characteristics of the speech signal from which listeners have to construct a message. Drawing upon this information, the book proposes a radical alternative to the comprehension approach and provides for intensive small-scale practice in aspects of listening that are perceptually or cognitively demanding for the learner. Listening in the Language Classroom was winner of the Ben Warren International Trust House Prize in 2008.