Digital educational gamification : L2 learners’ motivation and engagement

Abstract

The present study examines the effects of digital educational gamification on learner motivation and engagement in the EFL classroom. In order to collect the research data two separate groups were recruited – control and experimental. Each group consisted of eight participants who were characterised as digital natives born after 1980, learners of English at CEFR B1/B2 levels of proficiency. Each group was presented with identical academic content, but with a different method of delivery associated with gamified versus non-gamified conditions. The results of the practical experiments were compared between the two study groups. The analysis of the research findings has shown that although some game-based elements may be beneficial in some contexts, there is no clear evidence to demonstrate that digital educational gamification facilitates learner motivation and engagement consistently. In order to utilise the gamification approach effectively, EFL practitioners ought to consider a number of educational, social, geopolitical, and individual variables which may have an impact on learner motivation. In conclusion, some practical suggestions are made in relation to the use of technology, authentic material, and goal-driven instruction in the EFL classroom.