Using Gamification to Facilitate Students’ Self-Regulation in E-Learning: A Case Study on Students’ L2 English Learning

Effects of gamification on EFL learning: a quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates

Background

In foreign language education, educators struggle with declining student engagement as traditional EFL teaching, relying on passive lectures and dull materials, hampers proficiency and dampens passion. Gamification has emerged as a potential solution. This quasi-experimental study, based on the broaden-and-build theory, examined the effects of gamification on reading proficiency and foreign language learning enjoyment (FLLE) among Chinese undergraduates studying English as a foreign language (EFL).

Methods

Data were collected from 220 first-year undergraduates at a Chinese university through reading assessments and the Chinese Foreign Language Enjoyment Scale, supplemented by interviews with nine participants picked from the first-year undergraduates.

Results

The findings revealed a significant increase in gamification's benefits for EFL reading proficiency. FLLE's private dimension, tied to personal enjoyment, was crucial. Additionally, gamified settings improved focus, teamwork, and communication.

Discussion

This study supports integrating gamification to boost engagement and outcomes. However, the study was limited to a specific context and duration. Therefore, future studies should identify key gamification elements and their long-term impact.

A scoping review of gamified applications in English language teaching: a comparative discussion with medical education

BACKGROUND

With the increasing integration of technology in education, understanding how gamification can enhance language learning is crucial for developing effective teaching strategies. This scoping review explored the current landscape of gamified applications within TEFL while discussing comparative insights from medical education to outline effectiveness and potential across disciplines.

METHOD

A systematic search following the PRISMA-ScR protocol was conducted across PubMed, Scopus, Web of Science, CINAHL, Cochrane Library, ERIC, and Embase databases to identify studies published between 2010 and 2024. English or Persian Quantitative, qualitative, or mixed-methods research examining interventional approaches or gamified applications in TEFL reporting on the effectiveness of these applications, detailing their design and implementation strategies, and identify the target student populations were included.

RESULTS

A total of 33 studies were included in the review, with an emphasis on their publication year, geographical distribution, study designs, delivery modes, technology utilization, gamification elements, and measurement tools. The review revealed that most publications were concentrated in 2018, with a significant number originating from Asia. The total number of students involved in the intervention studies was 2,531. Quasi-experimental pretest/posttest designs were the most common methodologies used, followed by mixed-method approaches. Online delivery emerged as the predominant mode of instruction, with mobile learning technologies frequently utilized. Feedback was identified as the most commonly employed gamification element, followed by challenges that fostered learner engagement.

CONCLUSION

The findings highlighted the effectiveness of gamified applications in enhancing motivation and engagement among language learners. Immediate feedback and interactive elements are critical components that contribute to improved learning outcomes. As interest in gamification continues to grow, further research is warranted to explore its long-term impacts and potential applications across diverse educational contexts. This review underscores the importance of integrating gamification into TEFL to create dynamic and effective learning environments.

Virtual game-based learning environments to promote self-regulated learning skills in foreign language learners

Background

This mixed-method action research study explores the impact of a gamified virtual learning tool on elementary students' self-regulated learning (SRL) skills in English language acquisition. Despite the acknowledged importance of SRL in educational contexts, limited research exists on its development among young learners. The present study is one of the products of the academic unit project "Key Factors and Essential Elements for a Comprehensive Model of Bilingual Education: A Multidimensional Approach for Diverse Contexts and Areas of Knowledge" sponsored by the School of Education at Universidad de La Sabana, institution where the first author conducted her master's studies, and the corresponding author is a professor and main researcher of the of the academic unit project.

Method

Six students aged 8-10 participated in the study. Data were collected through semi-structured observations and pre- and post-questionnaires. The tool was designed based on Zimmerman's SRL model and included tasks structured through gamification elements. For the purpose of quantitative data analysis, descriptive statistics were used; as for qualitative data, thematic analysis was the chosen approach.

Results

The results revealed that guided use of the gamified tool significantly enhanced students' use of SRL strategies, particularly in goal setting, monitoring progress, and reflecting on learning outcomes. Students demonstrated increased motivation, engagement, and confidence, although explicit instruction was required to maximize the tool's benefits. The usability of the tool was rated positively, with participants highlighting its effectiveness for language learning and SRL skill development.

Conclusions

The study concludes that gamified virtual environments can effectively promote SRL skills in young language learners by fostering motivation and engagement. However, for optimal outcomes, such tools should be supplemented with explicit instruction in SRL strategies. This research contributes to understanding the integration of gamified tools in elementary education, highlighting their potential to develop foundational skills essential for lifelong learning.

Happy Software: An interactive program based on an emotion management model for assertive conflict resolution

Emotions are key to conflict resolution: to resolve conflict situations assertively, we must be able to manage the emotions that cause them. After a detailed analysis of the relevant theoretical framework, this paper presents a theoretical emotion management model aimed at assertive conflict resolution. The model, which is described step by step, has been transformed into an interactive program for students, implemented, and assessed in a population aged 8-16 years. The model is divided into four steps or phases. The first is emotional awareness, which consists of understanding and legitimating emotions; the second focuses on reducing emotional intensity and impulsivity; the third encompasses the use of different emotion regulation strategies; and the fourth and final step is assertive communication. Training in this process results in better emotion management, which eventually leads to greater wellbeing and a more positive assessment of new conflicts and aids in the assertive resolution thereof. The final section of the paper summarizes the most important evidence and outcomes of the use of the Happy software so far.