ABSTRACT
This qualitative research aimed to formulate a program recommendation from the experiences of teachers in utilizing gamification to enhance language learners’ engagement and motivation in the Schools District of Nueva Valencia North, Division of Guimaras. The findings revealed that English teachers viewed gamification as a learning tool that transformed lessons into interactive classroom, promoted collaboration, and created a positive learning environment. They had positive views about utilizing gamification considering that it fostered sense of achievement, made learning enjoyable, and boosted active participation. English teachers experienced challenges such as limited resources, lack of time in planning gamified activities, problems in classroom management, and misalignment of objectives to the lesson. The practices that they employed were incorporating rewards system, immediate giving of feedback, encouraging collaboration, integrating various game designs, and setting clear goals and challenges. Thus, the study recommended information and communications technology-supported gamified English instruction program.
Keywords: Gamification, English Teachers, Learners’ Engagement, Learners’ Motivation, Program Recommendation
INTRODUCTION
In the contemporary educational landscape, young learners are increasingly exposed to the internet and online games. These digital technologies play a major role in facilitating learning, as learners easily captivate content presented through videos and interactive games. In this context, the integration of gamification as a teaching strategy in schools, particularly in language instruction, may boost learners’ ability to comprehend and retain lessons. Moreover, the use of gamified approaches can support teachers by making the teaching process more meaningful and effective while simultaneously increasing learners’ interests and engagement in their learning activities.
Educational games are developed to achieve practical learning outcomes and instructional objectives. Through active participation in gameplay, learners are able to understand the concepts being taught while accomplishing the tasks embedded within the game. In this sense, the teaching-learning process is completed through the successful fulfillment of the game’s objectives (Chen, 2022).
Gamification has emerged as a prominent trend in mobile technology and education, utilizing game elements to encourage desired behaviors and promote shared learning outcomes. This approach is grounded in constructivist learning theory, which emphasizes the importance of experiential learning through social interaction with the environment. Regardless of the extent of game-based technology applied in a learning context, organizational learning remains associated with strategic goals and purposeful outcomes. For example, word games enhance semantic and phonological skills by enabling learners to establish meaningful relationships among words, while also expanding vocabulary and improving language proficiency (Zainuddin, 2020).
As a result, gamification is increasingly recognized as an effective instructional strategy due to its ability to create highly engaging classroom experiences. Digital games in education have sought to demonstrate the positive effects of gamification, particularly in enhancing learner engagement, motivation, and social interaction, while allowing students to immerse themselves in experiential learning. In recent years, gamification has generated widespread interest among scholars and research communities, prompting continuous exploration of its significance in the educational design process and its potential to create more engaging and effective learning programs (Smiderle, 2020).
However, despite technological advancements and the significant contributions of gamification to teaching and learning, sustaining engagement through gamified pedagogies remains a challenge for many English teachers in the District of Nueva Valencia, Guimaras, particularly in terms of effectively integrating gamification into the teaching-learning process.
Furthermore, as gamification is still considered a relatively novel concept in the field of education, English teachers continue to encounter challenges and difficulties that must be addressed in order to create a more meaningful, enjoyable, and productive learning environment.
In view of these circumstances, the researcher was inspired to undertake a study aimed at exploring the lived experiences of elementary English teachers in employing gamification to enhance learner engagement and motivation in language learning.
Moreover, through a comprehensive critical review, evaluation, synthesis, and analysis of the significance of gamification, this study establishes an agenda for future discussions on addressing inconsistencies, strengthening relevant theoretical foundations, and advancing the practice of gamification in educational settings.
In addition, this research provides a broad perspective on empirical studies that represent current trends in the field. It also offers valuable guidance for present and future researchers in formulating theoretical propositions based on existing evaluation practices, particularly in addressing the theoretical foundations of gamification research.
see PDF attachment for more information