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 face of education is bound to be reshaped due to the changing needs of students, imposed by new and emerging technologies. The educational system has been stuck in time for generations, and while some improvements have been made, there is still a long way to go before the means of teaching and learning entailed by educational programs and institutions is fully adapted to the new digital age and learner profiles. There are numerous benefits of incorporating computer and mobile tools in the teaching and learning methods and its effectiveness has been demonstrated through numerous studies, some of which are referred to in this research paper. Technology allows students and teachers to interact and engage in creative ways through a digital environment that enables students of divergent learning styles to simultaneously learn lessons in a personalized manner that will ensure successful learning and performance. This research presents the results of a survey conducted with 50 learners in Bosnia and Herzegovina, between ages 18 and 47, which was conducted for the purpose of exploring relationships between digital competency, learning styles, and learners’ attitudes towards traditional versus digital means of education. The research found that there is a strong preference for technology-assisted learning where participants primarily chose video as a learning medium, followed by voice recordings, music, podcasts, and practical use of the language with native or highly proficient speakers of the language learned. The study results, therefore, suggest a necessity for the application of an eclectic approach in education.
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