The Role of Gamification in Language Learning in Higher Education

Ivanjko, Tomislav; Pavlina, Krešimir; Grubjesic, Iva

doi:10.21125/inted.2020.1349

Cited by 2 publications

(1 citation statement)

References 16 publications

(19 reference statements)

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“…Furthermore, gamification can be employed to improve speaking fluency in EFL students at elementary schools (Marin-Pacurucu & Garzón, 2022) and reinforce learners' physical, mental, and emotional aspects in memorizing and classifying language forms (Mila & Mahbub, 2022). However, there is still inadequate research on the benefits of gamification for acquiring English as a Foreign Language (EFL) (Ivanjko, Pavlina, & Grubješić, 2020).…”

Section: Gamification In the Efl Contextmentioning

confidence: 99%

Teachers’ attitudes on gamification: The Greek EFL context

Spathopoulou,

Pitychoutis

2024

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This article explores teachers' attitudes towards the perceived usefulness and intention of using gamification in the English as a Foreign Language (EFL) classroom. The study examines the impact of age, teaching experience, and educational background on teachers' attitudes towards gamification. The literature review highlights the potential benefits of gamification in enhancing student engagement, motivation, and positive learning behavior, as well as its potential to address affective factors and language skills. This quantitative study employed a correlational research design, involving a sample of 70 language instructors from five language schools in Greece. Data collection was conducted using a structured questionnaire adapted from the Technology Acceptance Model (TAM). The research indicates that younger teachers are more willing to incorporate gamification into their lessons, while older teachers may require additional support. Teaching experience negatively influences teachers' intention to use gamification, indicating that less experienced teachers are more open to experimentation. Educational background, however, does not significantly impact teachers' intention to use gamification. Additionally, the study finds that the perceived usefulness of gamification is influenced by age, teaching experience, and attitudes towards control and student approval. The article concludes that while gamification can enhance student engagement and learning outcomes, its effectiveness depends on various factors. Recommendations include tailored training programs and support networks for older teachers and the promotion of collaborative communities to facilitate the integration of gamification in EFL classrooms. Further research is encouraged to explore public school EFL teachers' attitudes and develop effective strategies for gamification implementation.

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Section: Gamification In the Efl Contextmentioning

confidence: 99%

Teachers’ attitudes on gamification: The Greek EFL context

Spathopoulou,

Pitychoutis

2024

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The Effects of Gamification On Student Motivation And Achievement In Learning English As A Foreign Language In Higher Education

Huseinović

2023

MAPEH

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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.

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The Role of Gamification in Language Learning in Higher Education

Cited by 2 publications

References 16 publications

Teachers’ attitudes on gamification: The Greek EFL context

Teachers’ attitudes on gamification: The Greek EFL context

The Effects of Gamification On Student Motivation And Achievement In Learning English As A Foreign Language In Higher Education

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