GAMIFICATION AND ITS PSYCHOLOGICAL INFLUENCE ON ENGLISH LANGUAGE LEARNING MOTIVATION
Keywords:
Gamification; Learner Psychology; English Language Motivation; Engagement; Intrinsic Motivation; Classroom Dynamics.Abstract
This paper examines how gamification influences the psychological aspects of students’ motivation in English language learning. The conclusions are based on my classroom observations and a short student questionnaire rather than an experimental study. Overall findings show that game-based elements—such as badges, points, levels, and group competitions—boost learners’ enthusiasm, reduce hesitation, and contribute to stronger intrinsic motivation. These results echo insights from previous studies, which argue that gamified environments support learners’ sense of competence, autonomy, and emotional involvement. The study suggests that when applied thoughtfully, gamification can be a useful method for increasing motivation in English language classrooms.
Downloads
References
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. MindTrek Conference, 9–15. https://doi.org/10.1145/2181037.2181040
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. HICSS, 3025–3034. https://doi.org/10.1109/HICSS.2014.377
Hanus, M., & Fox, J. (2015). Assessing the effects of gamification in the classroom. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
Kapp, K. M. (2012). The gamification of learning and instruction. John Wiley & Sons.
Kaya, G., & Çilsalar Sagnak, H. (2022). Gamification in English language learning among secondary learners. International Journal of Game-Based Learning, 12(1). https://doi.org/10.4018/IJGBL.294010
Nicholson, S. (2015). A recipe for meaningful gamification. In T. Reiners & L. Wood (Eds.), Gamification in Education and Business (pp. 1–20). Springer. https://doi.org/10.1007/978-3-319-10208-5_1
Sailer, M., Hense, J., Mayr, S., & Mandl, H. (2017). How gamification motivates: An experimental study. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning outcomes in English classes. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1724041
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning outcomes in English classes. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1724041
