Autor: |
Daliranfirouz, Elham, Amiryousefi, Mohammad, Geld, Renata, Ansari, Daryoush Nejad |
Předmět: |
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Zdroj: |
Journal of English Language Teaching & Learning; Spring/Summer2024, Vol. 16 Issue 33, p135-150, 16p |
Abstrakt: |
This study aimed to investigate the influence of a gamificationenhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of 220 language learners from different universities in Iran were recruited as the participants and randomly assigned to the gamification-enhanced (n= 114) and control groups (n= 106). Over the eight weeks of treatment, the experimental group members were taught using various gamified tasks and activities through the gamified Moodle LMS. A motivational orientation scale was administered before and after the intervention. The results of ANCOVAs demonstrated a significant boost in the extrinsic motivation of language learners, including external, introjected, and identified regulation. Furthermore, the study confirmed that the integration of gamification has resulted in a higher level of intrinsic motivation for the participants in the areas of knowledge, accomplishment, and stimulation. The relevant pedagogical implications and directions for future studies are discussed. [ABSTRACT FROM AUTHOR] |
Databáze: |
Complementary Index |
Externí odkaz: |
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