Gamification in Language Learning Experimental Evidence from University Students in Thailand
Keywords:
gamification, language learning, English as a foreign language, motivation, educational technology, ThailandAbstract
This experimental study investigates the effectiveness of gamification strategies in English language learning among 180 undergraduate students at a Thai university over one academic semester. Participants were randomly assigned to three conditions: gamified learning environment, traditional digital learning, and conventional classroom instruction. The gamification intervention incorporated points, badges, leaderboards, narrative elements, and collaborative challenges designed to enhance motivation and engagement. Pre-test and post-test assessments measured language proficiency gains across reading, writing, speaking, and listening skills, while questionnaires evaluated motivational dimensions and learning satisfaction. Results demonstrate that gamified instruction produced significantly higher achievement gains compared to both control conditions, with effect sizes ranging from moderate to large across skill areas. Students in the gamification group reported enhanced intrinsic motivation, greater persistence, and increased enjoyment of learning activities. However, findings also reveal that competitive elements generated anxiety among certain learners, suggesting the importance of balanced design. These results contribute empirical evidence supporting gamification's potential in Asian EFL contexts while identifying implementation considerations for maximizing educational benefits.
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