GAMIFICATION OF LANGUAGE LEARNING IN THE SENIOR HIGHSCHOOL

THESIS/DISSERTATION
IMPLICATION FOR
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
DATE
Gamification as an 1. What is the pretest and posttest 30-multiple choices Pre 1. There is a significant increase in the The data revealed that students were From the action research,
Instructional Strategy mean percentage scores of Grade 12 Test and Post-Test mean percentages scores of Grade 12 motivated to learn the lesson concepts it has been clear that
in Motivating and GAS and TVL students in Practical GAS and TVL students in Practical as shown in the significant increase of further studies should be
Improving the Research 2? Various Gamified research after taught using the their academic achievement. Therefore, made in order to analyze
Academic Learning Materials games. There is a significant increase the researcher believed that games and synthesize the
Performance of 2. Is there a significant increase in GAS in the students’ academic helped the students’ greater retention of effectivity of Gamification
Students in Practical and TVL students’ pretest MPS before Researcher Modified achievements. the learned information as reflected in in the teaching of Practical
Research 2 the treatment and posttest MPS after Questionnaire adopted increase mean percentage scores in the Research. It would also
the treatment in teaching Practical from Alfabeto and 2. There is a significant increase posttest. Students were well motivated empower the analysis that
JENNYVI H. Research 2? Garcia et. al between the pre-test and post-test and interested to learn the lesson would be presented on the
PAPELLERO of the students using the T-test for concepts when they were exposed to research paper. It would
3. What are the perceptions of GAS and correlated sample with 5% margin of meaningful and relevant learning give a meaningful
2020 TVL students towards the gamification error. Gamification is an effective activities that had connections to their discourse on the topic.
as an instructional strategy in teaching strategy of teaching and students’ real-life experiences through the use of
Practical Research 2? learning. gamified instructional materials. The
students preferred gamified learning
Null Hypothesis 3. It is unanimously in account that because it increases the appeal of
1. There is no significant increase in GAS both strands have a positive learning processes, innovation, fun,
and TVL students’ pretest MPS before feedback on the gamification of productivity, and their ability to retain
concept learning in Practical knowledge and acquire new skills. The
Research 2. It gives interaction that rich source of related literatures and
encourage students’ active research studies on gamification strategy
participation. is indeed proven based on the empirical
data of this research and this could be an
addition of the general knowledge on
the positive use of gamification in
teaching. It is therefore recommended
that a training and seminar-workshops
will be conducted to develop research
instructional materials and learning
activity sheets incorporating games as
instructional strategy.
THESIS/DISSERTATION
IMPLICATION FOR
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
DATE
Effects of Gamified 1. What are the learning gains Quantitative 1. The findings and results addressed The GLA is more effective than the The implication of
Learning Activities in before and after implementing Experimental Design the first question of the study, which conventional approach in introducing gamification in the
Enhancing Junior High the vocabulary intervention is about students' learning gains new words based on the results. The motivation of the Filipino
School Students’ using GLA of the control and Pre-Test and Post-Test before and after the vocabulary students in the experimental group learners and teachers. It
English Vocabulary experimental groups? control-group design intervention. It implied that the enjoyed the vocabulary learning would also expand the
Retention vocabulary skills of students activities in creative techniques, while realms of Collaborative
2. Finally, is there a significant Vocabulary Games increased using vocabulary the students in the control group Learning and Cooperative
Mina Samortin difference between the pre-test intervention. Furthermore, the immersed themselves individually in Learning among the
and post-test results in the Pearson R Moment of students' learning gains have been learning new vocabulary. Furthermore, students. It would also
Asian Journal on vocabulary test of the students Correlation and Split- seen vividly before and after the results addressed the third question delve into the modular
Perspectives in in the control group and Half method aided with implementing the intervention using and revealed no significant difference learning and online
Education(AJPE) students in the experimental the Statistical Package the t-test, as reflected in Hanafia between the pre-test results of both learning that is happening
Online ISSN: 2799- group? for Social Sciences (2015). Hence, the gained score of groups; thus, the null hypothesis is in the new education.
1296 AJPE (2020), the experimental group is higher than accepted.
Volume 1, Issue 1 the gained score of the control group. With these findings, it indicated that the
existing pedagogical practices are less
2. It shows that the control group's effective and need to find a creative
vocabulary skills had improved teaching strategy that might be helpful
somehow through the conventional to address the problem. Filipino learners
approach. It also implies a significant can improve their vocabulary skills in the
difference among the control group's collaborative learning process through
pre-test and post-test results, thus communicative learning strategies.
rejecting the null hypothesis. The Therefore, teachers should give
findings also revealed that the attention to communicative learning to
experimental group's pre-test and develop students’ skills in
post-test results also significantly communication and enhance vocabulary
differ, thus rejecting the null knowledge.
hypothesis. Finally, it shows that the
intervention program is highly
effective in enhancing the students’
vocabulary retention.
THESIS/DISSERTATION
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS
DATE
Analyzing gamification How can we use the proposed Phenomenological Performance / measurement
elements in taxonomy to analyze and evaluate Analysis These are elements related to the
educational gamified educational environments? environment response, which can be
environments using an Literature Review used to provide feedback to the learner.
existing Gamification In this dimension we have Point,
taxonomy Progression, Level, Stats and
Acknowledgement. Lack of this
Armando M. Toda dimension means that the student may
Ana C. T. Klock feel disoriented as their actions does not
Wilk Oliveira have any kind of feedback.
Paula T. Palomino
Luiz Rodrigue Ecological
Lei Shi This context is related to the
Ig Bittencourt environment that the gamification is
Isabela Gasparini being implemented. These elements can
Seiji Isotani be represented as properties. The
Alexandra I. Cristea elements in this dimension are Chance,
Imposed Choice, Economy, Rarity and
2019 Time Pressure. The lack of Ecological
elements makes the environment feel
Smart Learning dull, as it does not have elements that
Environments produce interactions with the user
Social
This dimension is related to the
interactions between the learners
presented in the environment. The
elements in this dimension are
Competition, Cooperation, Reputation,
Social Pressure. The lack of Social
elements can isolate the students, since
they will not be able to interact with
other students
Personal
This dimension is related to the learner
that is using the environment. The
IMPLICATION FOR
CONCLUSION
FURTHER STUDIES
This work presented how we could use Through our discussions,
an existing taxonomy to analyze and we debate some
evaluate gamified systems. We advantages and
improved the description of the game disadvantages of using
elements as well as provide examples on each Dimension. Some
how to use each to analyze educational limitations of the current
systems. We also proposed an initial work are that we did not
hierarchy to classify those elements into evaluate the acceptance of
Five Dimensions, which can provide the new grouped
support to designers and developers of dimensions with experts,
educational environments. Finally, we but with five researchers
proposed a link between this hierarchy only due to time
and aspects such as feedback, user constraints. Finally, as
interaction, and motivation. future work, we intend to
explore the learners’
perception of this
taxonomy to identify the
best practices on how to
use the elements properly
(by using data-driven
approaches and/or
machine learning
algorithms).
Through this future
exploration, we believe we
may find concrete
guidelines on how to
gamify educational
environments and give
those guidelines to
teachers, instructors,
designers and/or
developers.
 elements that are used in this dimension
are Sensation, Objective, Puzzle, Novelty,
and Renovation. The lack of Personal
elements can make the user feel
demotivated since the system does not
provide meaning for the student

Fictional
It is the mixed dimension that is related
to the user (through Narrative) and the
environment (through Storytelling), tying
their experience with the context. The
lack of Fictional elements causes the loss
of meaning, of context, that is, the why,
within the immersive environment, the
user must perform any task, as well as
directly influence the quality of the user
experience

THESIS/DISSERTATION TITLE, IMPLICATION FOR

STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
AUTHOR/S, DATE FURTHER STUDIES
Are we ready for Gamification?
An exploratory analysis in a
developing country
Kingsley Ofosu-Ampong
Richard Boateng
Thomas Anning-Dorson
Emmanuel A. Kolog
Education and Information
Technologies (2020) 25:1723–
1742
https://doi.org/10.1007/s10639-
019-10057-7
November 22, 2019
In this article, we present students’
intentions to use gamification in LMS.
Our goals were threefold:
1) to explore gamification integration
in LMS
2) to provide a theoretical basis and a
perceptual process for gamification
research in LMS
3) to test students’ intentions to
adopt gamification and extend the
previous model.
Questionnaire which is In exploring gamification integration in
divided in three existing LMSs, we included system
phases quality as a new construct to ascertain
the acceptability of gamification in
Demography question Sakai. Interestingly, there was a
and computer game negative relationship between system
habits quality defined as attractiveness,
organization, and availability of Sakai
Likert Scale to students’ performance expectancy
Mean and Standard and effort expectancy. Additionally,
Deviation there was no relationship with
performance expectancy. However,
Cronbach Values there was a strong relationship with
attitude, facilitating conditions, and
familiarity with technology to suggest
the tendency of gamification adoption
by designing an organized, attractive
system and making it readily available.
Based on this finding, we conclude
there is uncertainty with the student’s
decision to adopt gamification as
contingent upon the system quality.
Future research may explore the
negative ratings to understand
student’s system quality experience
with the design, organization, and
availability of LMSs in adopting
gamification.
A restraining factor for student’s
acceptance and use of gamification is
due to the limited access to these
innovations at the university. Higher
institutions, therefore, need to
effectively integrate various learning
(formal or informal) strategies to
enable students to identify their
learning habits. Through this, the
different learning habits of students
can be known via an experiment when
The study explored the extent to
which gamification can be integrated
and accepted into learning, and thus,
an extended model was used to
support the study. Our model shows
that students’ acceptance of
gamification depends on performance
expectancy, effort expectancy,
attitude, social influence, and trust.
Image and Facilitating Conditions of
the MLR analysis proved insignificant
to the student’s acceptance (intention
to use) of gamification in learning.
Facilitating conditions such as prior
exposure to computer games,
accessibility, and skills positively
impacted student’s intention to use
gamification. The significance of the
study findings is to support the
development of gamified systems for
future use. Therefore, the study
should inform designers of user
perception and attributes of
integrating gamification into learning
systems.
Future research:
empirical testing of the
Sakai system is necessary
to find out the
effectiveness of the
intervention. Thus,
further studies should
consider conducting a
pre-test using the
gamified system and a
post-test using the
gamified system and
compare the students’
learning outcomes in a
cross-sectional survey,
e.g. assessment scores on
the concepts learned to
find out whether the
Sakai intervention is
effective. In using the
theoretical and reliable
scale of UTAUT, we hope
this study serves as one
of the pioneering
research on gamification
acceptance in Philippines
and providing a basis to
support gamification
research for learners of
interactive systems.
 adopting future learning strategies for
educational institutions.

It has been shown on the table the

correlational acceptability of
gamification in the educational system
of Ghana. It was shown on the mean
used in the Likert Scale that it has been
on the motivational that connects with
the achievement of the students.

THESIS/DISSERTATION
IMPLICATION FOR
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
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PLAYLINGUA: 1. Which NLP tools are available to
EXPLORING THE analise words and sentences in order to
APPLICATION OF gather quality information? How can we
NATURAL LANGUAGE access to these tools? Which is the level
PROCESSING of difficulty of these tools?
TECHNOLOGIES AND
GAMIFICATION IN 2. How should we collect sentences,
LANGUAGE LEARNING process and parse them and later
provide them to the users?
Elena Torró Martínez
Elena Lloret 3. How should we classify the proposed
Paloma Moreda exercises, once the difficulty levels are
established?
4. What motivates people to learn a
language?
5. Which elements should contain an
application that applies gamification?
6. Which are the best ways to display
learning content and exercises?
7. Is people willing to study advanced
levels in a language?
THESIS/DISSERTATION
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM
DATE
Natural Language The Conduct Task Analysis gave us a lot
Processing of feedback, guiding the next steps of the
process. All of the users logged into the
Online Survey application successfully. At the second
task, despite the instructions were clearly
Task Analysis to play level 1 of synonyms, 3/4 of the
users clicked on level 1 of definitions. The
User Centered Design 'Synonyms' exercises were positioned
after the 'Definitions' ones. It could be
attached to an attention problem, but all
the titles were changed to be clearer and
easier to find. Initially, it was hard to the
users to understand how to play the
game (how the drag-and-drop had to be
performed, which was the exercise goal).
Once they played, it was easier for them
to play more times, and also to play with
different kind of exercises. We fulfil the
objective of building the exercises
consistently to facilitate the users the
how-to-play learning experience. During
the tests, some users remarked that
'Complete words' exercises were easier
compared to the other ones, firstly,
because they already know how the
application worked, and secondly, due to
the structure of the game was easier to
play than the other ones. We had to
balance the difficulty of the exercises to
fill the gap between them.
METHODOLOGY RESULTS
As a conclusion, the results of this It would be an eye opener
research shows: Firstly, that we need for the game developer
accurate applications to process texts in and language teachers to
order to build consistent applications build games for the
based on the Spanish language, to enhancement of language
provide an extensive selection of tools to learning. Integrating
develop this kind of application. language learning in the
Secondly, that gamification elements can sense of gamification – it
help in the learning experience, but they will also encourage non-
have to be used carefully and school based learners to
considering users interest, for example, learn languages.
avoiding to force the users to share its
scores in the social networks or forcing
them to complete very difficult and
complex exercises. And thirdly, that we
have achieve the objective of developing
an application based on the user
experience, taking into account users
and experts opinion, which has given us
feedback to understand, adjust and
correct the application throughout the
development process.
IMPLICATION FOR
CONCLUSION
FURTHER STUDIES
Extent of Faculty The objective of the study is the Qualitative Research During a world pandemic situation, the Faculty Adeptness. It can be assumed The proponents of this
Adeptness and inculcation of gamification in the university have continued its term in a that the faculty will be able to integrate research are looking
Viability of Gamified learning process of the students and its Observational Research remote asynchronous learning method. other forms of gamified learning in their forward to further explore
Learning in National effectivity of the learning process. Students and faculty are having their classroom based on their current the viability of Edugames
University Moreover, it addresses the issue on the Document Analysis classes by using virtual classroom settings practice and experience. Since they are in the university. An
adeptness of the Faculty member in or online education. The practice was provided significant development intention to develop a
Ryan Richard H. gamification. Interpretative Research made possible by collaborative efforts of programs to enhance their technical mobile game that will be
Guadaña the NU administrators, faculty, staff and capabilities. Student or Learners the primary competency-
Jayson Raymund D. Secondary data and students. The positive implementation of participation. Since students are already based learning material is
Bermudez Archival Material the learning method contributes to the introduced to e-learning modalities and being designed. The game
Eliseo Q. Ramirez implication of possibilities of using actual gamified content, their willingness shall try to assess the
Audrey Eleanor U. Edugames. Edugames entail all principles to use other gamified tools can be extent of learning that can
Tong practiced during the remote expected. Technical Resources. It is be achieved through
asynchronous learning method. Learners evident that the university has the playing an Edugame. By
ICET 20 need not to be physically present in technical capability to facilitate gamified utilizing the current
school, needs to do activities on their content even develop or host Edugames. resources and taking
October 2020 own with recorded guides and Nevertheless, reliable connectivity advantage of the openness
London, United instructions, self-paced and with the use provides access to a vast of readily of school administrators to
Kingdom of IoTs. The gamified scenario is the available gamified content in the teaching innovations and
additional factor that contributes to internet. Administrative Support. It is the adeptness of its
student motivation. apparent that the university faculty, the platform,
administration is welcoming content and interactivity
technological integration to the practice can be well taken care of.
of classroom delivery. If needs be, they
are keen on drafting additional
guidelines or policies to ensure that the
university adapts to the trends

THESIS/DISSERTATION
IMPLICATION FOR
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
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Game On! Students’ Our paper makes three contributions.
Perceptions of First, we assess students’ perceptions of
Gamified Learning the effectiveness of gamification as a
pedagogical technique.
Patrick Buckley , Elaine
Doyle and Shane Doyle Second, we provide other educators
with guidance on how gamification can
April 25, 2017 be integrated into curricula.
Educational Finally, we use the data to identify
Technology & Society outstanding issues and questions that
must be fully addressed before
Volume 20 gamification can be considered a
mature pedagogical methodology
Prediction Market Learning outcomes
The undergraduate group displayed a
Modules on calculating greater understanding of the key aims of
taxes to develop the the activity and the lessons from it. First,
students’ technical skill. they took the central message from the
exercise to be a wider understanding of
Gamified learning how the real world (as opposed to
intervention theory) operates, rather than anything
tax specific, though some also
Focus Group Discussion acknowledged that their general tax
knowledge had been enhanced.
The postgraduate group displayed a more
myopic attitude towards the project.
They felt it was irrelevant for future tax
professionals and better suited those
aspiring to a career in trading. They failed
to see a link between the assignment and
the learning outcomes, and instead
focused on the mechanics of trading.
When the purpose of the assignment was
pointed out by the moderator, they
grudgingly saw the relevance; however,
they had a negative emotional response
to the project.
Motivation
The second theme was the impact the
gamified intervention had on motivation.
Here again there was a clear divide
between groups, with the
undergraduates being more favourably
disposed towards the competitive
element. Students who were positive
about competition commented
favourably on a number of items. They
liked the ranking system. They enjoyed
seeing themselves climbing past “the
competition” as the project progressed.
As the ranking was visible to all, there
was an extrinsic competitive motivation,
Our first concern was to investigate This research also suggests
students’ perceptions of the effect of that gamified learning
gamification. Our research suggests that interventions suit some
the effect is contextual. In a large students and their learning
undergraduate module taught as part of styles better than others.
a general business degree, the gamified Investigating and mapping
intervention engaged students because this effect would facilitate
of its novelty and increased student gamification being used as
motivation by introducing competition part of a suite of learning
and rewards. interventions that deliver
improved outcomes for all
Our second goal was to provide learners.
guidelines for other practitioners in
designing and implementing gamified
learning interventions. Our study shows
that the following factors need to be
carefully considered:  Class size (small,
close-knit classes may not be as
motivated by competition as large
groups, however in large classes, not
being within sight of the leaders may
demotivate);  The stakes involved (this
might include whether students are
undertaking an undergraduate or
postgraduate programme, whether
there are fees or professional
exemptions involved, the workload of
the students etc.);  Whether the
module is part of a general degree with
broad learning outcomes or a specialist
programme with specific learning
outcomes (gamification may work better
in introductory learning environments);
 What other teaching and learning
approaches are being deployed to suit
different learner types (gamification may
suit some learners better than others so
a broad range is needed);  The nature
and visibility of rewards (grades, leader
where achievement was experienced boards, prizes) and understanding the
because of relative positioning. potential motivation drop off points
Another motivation was the internal when students lose sight of the rewards;
satisfaction of being able to “beat the  The key learning outcomes that the
system.” Students enjoyed learning how educator wants students to achieve
the market worked and could be (technical content, strategy, real world
influenced. Some attempted to context, experiential learning, etc.).
manipulate others by posting misleading
comments when they rationalised trades.
They found the process of developing a
strategy to allow them outsmart others
rewarding. These students engaged in
market manipulation in order to “win”
but enjoyed the aspect of manipulation
at an internal level.

Perceived stakes for students

Consideration of the perceived stakes
emerged as the single most important
determinant of the suitability of
gamification for a learning context. One
of the major items highlighted repeatedly
was the difference in the undergraduate
and postgraduate perceptions of the
project. The explanation emerging from
discussions was the higher the stakes, the
less open students were to a gamified
approach. The postgraduates look at
their degree as a transaction. They pay
approximately €7,250 and in return (as
they see it) they are educated to a level
where they earn significant professional
exemptions and become more attractive
entry level employees. Anything
connected with exemptions gives rise to
high stress levels. Many feel that without
exemptions, the qualification is
meaningless so stakes are high.

Group dynamics and gender

 Group dynamics were important.
Discussions suggested that gamification
worked better in larger, more
anonymous groups where a close
dynamic is not upset by competition.
Some of the problems the postgraduates
had stemmed from this. As a small class
they typically studied and socialised
together. Their closeness made them
uncomfortable with the explicit
competitive element of the project. The
undergraduate class was larger, and
lacked a common identity. This
environment reduced the cognitive
dissonance of competing with peers.

Challenges
A key challenge in designing competitive
learning interventions is to ensure that
motivation does not ebb because of
competition. For students who did not
begin well and were ranked towards the
bottom early, motivation quickly
decreased. In a gamified learning
environment, students need to feel “in
touch” with the leaders on the score-
sheet in order to remain motivated.

THESIS/DISSERTATION
IMPLICATION FOR
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
DATE
GAME ON: A 1. What effect does a Gamified Qualitative Case Study In short, Self-Determination improved as
QUALITATIVE CASE curriculum have on student a result of the Gamified classroom as all
STUDY ON THE motivational learning habits including Observation and students gained an increased sense of
EFFECTS OF GAMIFIED Self-Determination, Self-Regulation, and interviews ownership through the increased choice
CURRICULUM DESIGN Self-Efficacy? presented in the class. Even so, the game
ON STUDENT Transcription and elements themselves affected students
MOTIVATIONAL 2. What are the students’ perceptions Coding with exceptionally high and low
LEARNING HABITS and dispositions towards the use of motivational learning habits more
Gamified learning in their classroom strongly as the higher-motivated
Daniel J. Harrold experience? students felt more motivated to achieve
more while lower-motivated students
February 15, 2015 better understood their progress through
the visualization of the XP. The lack of
narrative structure failed to entice all
students to move beyond a situational
interest to a more individual interest.
In short, Self-Regulation was magnified in
a Gamified learning systems, though not
necessarily changed. Those with high
levels of organization found themselves
inspired to be more organized, while
those who procrastinated increased their
procrastination. While the practice of
self-regulatory skills was not always at
peak performance, the awareness of the
need for Self-Regulation was raised.
Some learned from experiences the perils
of their magnified procrastination, while
others gained help from peers and digital
tools.
Another key ingredient to games is the
use of collaboration, which is highly
encouraged in the multiple large-group
assessments. Though Self-Determination
was more successful on the students with
exceptionally high and low motivational
learning habits, and Self-Regulation was
merely magnified, Self-Efficacy is
Improved Self-Efficacy, personalized
experiences, freedom to fail,
motivational game-elements, and
visualization of abstract concepts act as
the most potent elements.
However, the sense of agency and
ownership found throughout the system
offers mild improvements in all students’
Self-Determination
It is Self-Efficacy, however, that is most
successfully improved, as it possesses
the strongest connections to games and
game design.
This study sought to
examine how a Gamified
English course might affect
the motivational learning
habits of students. There
still remain many elements
of the Gamified classroom
which remain unexplored.
One is the increased use of
narrative. While narrative
has been discussed at
length in literature review
for its importance in game
design, there was little/no
narrative present in this
course, due mainly to time
constraints of the
instructor in creating of
the course. Further study
into the effect narrative
has on further increasing
motivational learning
habits would be a valid
pursuit. Additionally, a
quantitative study to
measure the effects of a
Gamified classroom on a
student’s ability to learn
content would be valuable.
A final study, which may
prove useful, is a study on
Gamification without such
an integrated use of
technology. Many
elements of the course,
including the videos,
Google Drive, and media
projects were stated as
aiding in Self-
 increased in all areas. Determination, Self-
Efficacy, and Self-
While students do not always agree with Regulation as a result of
the choices of others, evidenced by their technology. It would be
occasional perceptions of inequality, they valuable to isolate the
treasure the ability to choose and game structure of the
manage their own learning the best. course from the use of
While these elements are achieved technology in student
through a combination of the “inverted” work.
model, and “project-based” learning, the
game-based philosophy brings them
together to create choice, as there are
currently very few working models with
all of these elements (Romizowski, 2004).
Choice leads to stronger self-efficacy,
which, in a scaffold-based game
environment, can lead to greater Self-
Determination and Self-Regulation.

THESIS/DISSERTATION
IMPLICATION FOR
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
DATE
GAMIFICATION AND RQ1) Does Digital Instruction affect Motivational The results obtained in the Motivation’s
STUDENTS’ students' extrinsic and intrinsic Questionnaire Questionnaire suggest that the
MOTIVATION: USING motivation? Experimental Group showed higher levels
QUIZIZZ IN THE Quizziz of intrinsic and extrinsic motivation in
ENGLISH AS A RQ2) Do students have a positive comparison to the Control Group.
FOREIGN LANGUAGE attitude towards the application of Attitude’s Therefore, the reported findings seem to
(EFL) CLASSROOM digital games in the EFL classroom? Questionnaire indicate that Gamification improves both
types of motivation, being the intrinsic
María Jiménez- motivation clearly higher.
Sánchez and Noelia
Gargallo-Camarillas The results above show a favourable
opinion towards Gamification in the EFL
classroom. These findings reveal that the
design of Quizizz is appropriate to be
implemented in the learning context. For
example, some features of Quizizz such
as the screen or music make learning
more appealing and draw the students’
attention. In addition, the
competitiveness inherent in this game
made learners attentive in order to gain
the knowledge they were required to
succeed in the game.
Gamification and Motivation are two
features that are entangled in the EFL
context. The positive impact of
gamification on students’ motivation
reveals that students may feel
enthusiastic towards EFL learning. One
of the problems that students can face
during the complex learning process is
the lack of motivation but it can be
solved with the adoption of new
technologies as pedagogical tools.
he present study includes
some important
limitations. Firstly, the
number of participants is
not ample so it limits the
findings. Moreover, it is
important to mention that
English is a compulsory
subject in state schools so
it can make it less
appealing. In addition,
motivation does not
remain constant nor
unstable so the results
may change in the future.
According to the
aforementioned
limitations, further
research should consider
the implementation of
other games in other
institutions with a higher
sample of participants.
Furthermore, it could
consider other individual
variables (e.g. age, gender
and background) that may
be affected by
Gamification.

THESIS/DISSERTATION
IMPLICATION FOR
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
DATE
Gamification in The main research questions behind this Systemic Mapping As we can see, the most used
Education: A study were: “What educational contexts Design gamification design principles in
Systematic Mapping has gamification been applied to?” and educational context are visual status,
Study “What game elements have been used social engagement, freedom of choice,
in gamifying educational systems?” freedom to fail, and rapid feedback.
Darina Dicheva, Papers that discuss the principles of goals
Christo Dichev, and personalization are rare. The likely
Gennady Agre reason for this was mentioned before:
Galia Angelova these are fundamental principles for
instruction and educational applications
2015 being the target of a long-standing
pedagogical and educational computing
Educational research. So advancements related to
Technology & Society them would not be considered a result of
gamifying education.
pp. 75-28
Type of application. This criterion is
about the context of the gamification
application, that is, where gamification is
applied. The papers were grouped in the
following categories: for gamifying
courses without online gamification
support, for gamifying MOOCS or online
courses, for gamifying blended learning
courses, for gamifying e-learning sites,
and for developing gamification support
platforms. Figure 4 shows the number of
papers in each category. As it can been
seen, the majority of the reported case
studies are on gamification of blended
learning courses.
Reported Results. Figure 7 shows the
paper distribution by the type of the
results from the reported case studies’
evaluation, grouped in the following
categories: positive, positive first
impression but not properly evaluated,
mixed or suggestive, negative, and not
evaluated yet or results not accessible.
The study revealed that there are many We believe that the
publications on the use of gamification effective classroom
in education but the majority describe adoption of gamification
only some game mechanisms and implies both certain
dynamics and re-iterate their possible technological
use in educational context, while true infrastructure coupled
empirical research on the effectiveness with an appropriate
of incorporating game elements in instructional framework.
learning environments is still scarce. In Today’s course
addition, most of the empirical studies management systems,
do not include a proper evaluation, however, still offer
which makes it difficult to conduct a restricted support for
meta-analysis of the results of these gamifying courses.
studies and speculate on general reasons
for their successes or negative results. The lack of proper
While the mapping study identifies some technological support is
emerging tendencies in utilizing certain one of the major obstacles
configurations of game mechanics and for applying game
gamification design principles, their elements to education.
effect in learning context remains to be Thus, the development of
demonstrated in practice. software tools that can
efficiently support
gamification in various
educational contexts
would contribute to a
larger-scale adoption as
well as to research on the
feasibility and efficacy of
the gamification of
education.
THESIS/DISSERTATION
IMPLICATION FOR
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
DATE
Gamification in Higher RO1: To analyze the opinions of
Education: Impact on undergraduate students on the effect
Student Motivation that the student response system called
and the Acquisition of Kahoot had on their motivation level; in
Social and Civic Key particular, to examine their opinions
Competencies about the effects that this student
response system had on their
José-María Campillo- motivation level according to the
Ferrer gender of the participants.
Pedro Miralles-
Martínez RO2: To collect information from
Raquel Sánchez-Ibáñez participants about their level of digital
competence in the use of this web tool,
Article and, in particular, to analyze their
June 12 2020 impressions about the level of digital
competence required when using this
MDPI: sustainability online platform, following the basic
instructions and creating a test with
multiple choice questions. Further, to
examine their opinions about the level
of digital competence required when
using this online platform, following the
basic instructions and creating a test
with multiple choice questions
according to their previous digital
expertise. Further, to analyze their
views on the level of digital competence
required when using this online
platform, following the basic
instructions and taking a test with
multiple choice questions according to
the gender of the participants.
RO3: To examine undergraduate
students’ impressions on the learning
achieved in the core unit through the
use of gamification, and in particular: to
analyze their views on learning social
and civic skills in the core unit; to
examine their impressions of the
Quasi-experimental The ratings of the male students are
Study slightly higher than those of females,
although there are no major differences
Pre-test and Post-Test between the subgroups. However, in
Questionnaire general there are statistically significant
differences between the pre- and post-
Quantitative test, as indicated in the Wilcoxon Signed
Methodology Rank Test (Z =−3.031b, p = 0.02).
According to these findings, it can be
stated that the implementation of Kahoot
in the core unit “Teaching Social
Sciences” increased students’ motivation
significantly. Table 2 shows the means
and standard deviations of the answer
options given by the participants
according to their level of digital
competence.
In general, the participants’ rating is
lower when they give their opinion on
the steps they have to take to create a
quiz from the beginning, i.e., accessing
the platform, choosing questions,
brainstorming with a list of possible
answers, or adding pictures, among other
steps. However, there is a significant
difference in this variable between the
average scores of the students before
and after following the steps in the
creation of the quizzes (p < 0.05), which
shows that the application of Kahoot had
promoted a change in attitude at the end
of the term.
There were no significant differences
between men and women on the
perception of the digital skills needed to
effectively use this platform before and
after the educational intervention. With
regard to the acquisition of skills and
Furthermore, this platform covers a
range of cooperative actions in which
students have the opportunity to work
together in group activities, respecting
each other and accepting different
points of view. Within this cooperative
framework, educators should encourage
strategies to place students in
challenging tasks that address their
interests and needs more appropriately
than those developed through more
traditional teaching styles.
With regard to the data on the digital
competence of the learners, it should be
noted that the participants welcomed
these online proposals and felt able to
master this platform in terms of
understanding game options, basic
instructions and question formulations.
As other research shows, no specific
training or complex technical knowledge
is required
In this research, we have
focused on analyzing
students’ impressions of a
number of variables
related to motivation
levels, digital competence
and learning perceptions,
but we have not analyzed
the opinions of the
teachers who have carried
out this innovation in the
classroom. The exchange
of ideas between teachers
and students is a good
starting point for future
research technology
development.
Furthermore, the analysis
of teachers’ and students’
impressions over time
would provide researchers
with useful information on
which type of learning is
most valued during
students’ university
training. These findings
would be effective for
readjusting the teaching
program of the core unit
under study according to
students’ needs and
interests.
 learning of social and civic skills in the
core unit according to their level of
motivation; and to analyze their
opinions about the learning of social
and civic skills in the core unit according
to the gender of the participants.
THESIS/DISSERTATION
TITLE, AUTHOR/S, STATEMENT OF THE PROBLEM
DATE
abilities linked to the development of
social and civic competencies, the
participants’ answers are also grouped in
the highest values in both the pre-tests
and the post-tests.
The results obtained indicated a high
satisfaction of Kahoot users in the
development of their social and civic
competencies. Most of the items
obtained a score above 4 out of 5 in the
post-tests, although there were four
items that did not exceed the value of 4.
These results prove that the most
motivated students placed a greater
value on their learning of skills and the
abilities linked to social and civic
competencies in this discipline. The mean
differences found between males and
females were not statistically significant.
IMPLICATION FOR
METHODOLOGY RESULTS CONCLUSION
FURTHER STUDIES
Harnessing Virtual How do university students perceive Mixed Method Case
Worlds and engaging in games-based learning in a Study
Gamification for virtual world for language acquisition?
Language Learning: A
case-study of
Maastricht University
students

Neill Wylie
Denise McAllister
Wylie

September 2020