Gamification and Students’ Motivation: Using Quizizz in the English as a Foreign Language (EFL) Classroom

Jiménez-Sánchez, María; Gargallo-Camarillas, Noelia

doi:10.2478/amph-2022-0035

Cited by 3 publications

(6 citation statements)

References 11 publications

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“…Since it is an appealing learning medium where students can learn and play simultaneously. However, there are differences between a study by Jiménez-Sánchez & Gargallo-Camarillas (2020) and Ekinci (2020) with this present study. The first difference is the gamification used as the learning media.…”

Section: Introductioncontrasting

confidence: 93%

“…An experimental research about gamification and students' motivation in English Language Learning was done in 2020. This research showed that 51 Spanish students' intrinsic and extrinsic motivations advance due to gamification in the EFL learning process compared to students who do not use gamification (Jiménez-Sánchez & Gargallo-Camarillas, 2020). Another study in Turkey found that 85% of the 73 participants feel highly motivated due to the implementation of gamification in their learning process.…”

Section: Introductionmentioning

confidence: 67%

“…One of them is gamification by utilizing ICT. ICT and gamification are preeminent media to escalate students' learning motivation (Jiménez-Sánchez & Gargallo-Camarillas, 2020;Bong & Chatterjee, 2021;Ekinci, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How Do EFL Students Across Gender Perceive Classpoint toward Their Motivation in Learning English?

Ramadhani,

Unsiah

2024

Eternal

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This study seeks the difference between female and male students' intrinsic and extrinsic motivation and attitudes toward using Classpoint in EFL learning. Applying quantitative research, 61 EFL high school students of Brawijaya Smart School participated in this research. The instrument used in this study was a questionnaire consisting of 21 items using a Likert-type scale—the chosen items comprised three topics (students' intrinsic and extrinsic motivation and attitudes toward the use of Classpoint). The data analysis uses SPSS 27 and t-test to seek the significance of the result of the present study. This research indicates that female students have a higher motivation rate and attitude toward using Classpoint in EFL classrooms and that students across genders significantly differ in their perception of intrinsic motivation and attitudes. It also showed that utilizing Classpoint augments intrinsic motivation better than extrinsic motivation. The result implies English teachers should motivate and encourage male students to participate in the learning process by providing fun activities and giving rewards.

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Section: Introductioncontrasting

confidence: 93%

Section: Introductionmentioning

confidence: 67%

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How Do EFL Students Across Gender Perceive Classpoint toward Their Motivation in Learning English?

Ramadhani,

Unsiah

2024

Eternal

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“…Gamification has been widely used in several non-English-speaking countries (Zhang & Hasim, 2023) and is considered a robust tool for transforming the EFL classroom into an engaging and entertaining learning environment (Jiménez-Sánchez & Gargallo-Camarillas, 2020). EFL teachers have recognized gamification as an effective method for promoting student engagement, positive learning behavior, and creating an attractive learning environment (Flores-Aguilar, Prat-Grau, Fernández-Gavira, & Muñoz-Llerena, 2023;Mila & Mahbub, 2022).…”

Section: Gamification In the Efl Contextmentioning

confidence: 99%

Teachers’ attitudes on gamification: The Greek EFL context

Spathopoulou,

Pitychoutis

2024

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This article explores teachers' attitudes towards the perceived usefulness and intention of using gamification in the English as a Foreign Language (EFL) classroom. The study examines the impact of age, teaching experience, and educational background on teachers' attitudes towards gamification. The literature review highlights the potential benefits of gamification in enhancing student engagement, motivation, and positive learning behavior, as well as its potential to address affective factors and language skills. This quantitative study employed a correlational research design, involving a sample of 70 language instructors from five language schools in Greece. Data collection was conducted using a structured questionnaire adapted from the Technology Acceptance Model (TAM). The research indicates that younger teachers are more willing to incorporate gamification into their lessons, while older teachers may require additional support. Teaching experience negatively influences teachers' intention to use gamification, indicating that less experienced teachers are more open to experimentation. Educational background, however, does not significantly impact teachers' intention to use gamification. Additionally, the study finds that the perceived usefulness of gamification is influenced by age, teaching experience, and attitudes towards control and student approval. The article concludes that while gamification can enhance student engagement and learning outcomes, its effectiveness depends on various factors. Recommendations include tailored training programs and support networks for older teachers and the promotion of collaborative communities to facilitate the integration of gamification in EFL classrooms. Further research is encouraged to explore public school EFL teachers' attitudes and develop effective strategies for gamification implementation.

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“…La ludificación en la enseñanza ha demostrado en ocasiones anteriores ser útil en cursos de inglés como lengua extranjera enfocadas en estudiantes de diversas edades y niveles (Jiménez y Gargallo, 2020;Miranda, 2021;Philpott, 2020;Rivera y Sánchez, 2020;Turan y Çimen, 2018). Asimismo, diversos autores han tenido resultados positivos en universidades específicamente.…”

Section: Antecedentesunclassified

Ludificación en la carrera de enseñanza del inglés: mejorando la motivación por aprender técnicas de lectura

Cordero Retana

2023

LATAM

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La asignatura de Técnicas de Lectura I es una clase sincrónica en línea que se imparte durante el primer año de Enseñanza del Inglés. Esta es clave para el éxito de los estudiantes porque necesitan buena comprensión lectora tanto para su etapa académica como para la laboral. No obstante, los estudiantes han estado ingresando últimamente con una comprensión lectora deficiente debido al rezago generado por la pandemia COVID-19 y la falta de interés por la lectura. Por lo tanto, la autora desarrolló un estudio de caso con el objetivo de analizar la implementación de la ludificación en el curso Técnicas de Lectura I de la carrera de Enseñanza del Inglés para el incremento de la motivación de los estudiantes por mejorar sus habilidades lectoras. Para esto la docente ha conducido una investigación mixta con muestreo por conveniencia en la Universidad Americana de Costa Rica utilizando preguntas estilo Likert junto con entrevistas semiestructuradas. La docente analizó la escala Likert por medio de estadística descriptiva y las entrevistas con análisis de contenido para obtener como resultado la aceptación cualitativa por parte de la mayoría de los estudiantes y la confirmación cuantitativa de la mejora de aspectos específicos tomados en cuenta para la evaluar la motivación por mejorar las habilidades lectoras. La autora concluye que, a pesar de no poder rechazar la hipótesis nula, los estudiantes mostraron perspectivas positivas con respecto a la ludificación. Finalmente, ella recomienda desarrollar más investigaciones de ludificación en clases sincrónicas en línea.

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Gamification and Students’ Motivation: Using Quizizz in the English as a Foreign Language (EFL) Classroom

Cited by 3 publications

References 11 publications

How Do EFL Students Across Gender Perceive Classpoint toward Their Motivation in Learning English?

How Do EFL Students Across Gender Perceive Classpoint toward Their Motivation in Learning English?

Teachers’ attitudes on gamification: The Greek EFL context

Ludificación en la carrera de enseñanza del inglés: mejorando la motivación por aprender técnicas de lectura

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