The Role of Gamification in Digital EFL Classrooms: A Study on Motivation and Retention
DOI:
https://doi.org/10.47631/ijecls.v5i6.862Keywords:
Gamification, Students’ Motivation, Knowledge Retention, English as a Foreign LanguageAbstract
This study investigates the impact of gamification on student motivation and knowledge retention in digital English as a Foreign Language (EFL) classrooms, using a psycholinguistic approach. Gamification, the integration of game design elements in non-game contexts, has gained attention in education for its potential to enhance engagement and learning outcomes. This study aims to fill existing gaps in the literature by examining the nuanced effects of gamification on EFL learners' motivation and retention, areas that are critical for successful language acquisition. Employing a qualitative case study design, data were collected through semi-structured interviews, participant observation, and documentation from EFL students in a university setting where gamification is embedded in the curriculum.
The findings indicate that gamification positively influences student motivation by creating an interactive and engaging learning environment that leverages intrinsic and extrinsic motivators. Elements such as points, badges, leaderboards, and immediate feedback foster a sense of achievement and competition, aligning with the principles of Self-Determination Theory and enhancing students' willingness to participate actively. In terms of knowledge retention, gamification supports long-term memory by providing repeated practice opportunities and immediate corrective feedback, which are crucial for language consolidation.
However, the study also highlights challenges, including the variability in student responses to competitive elements, which may induce stress for some learners, and technological limitations that can hinder consistent engagement with gamified content. These findings suggest that while gamification holds considerable promise for enhancing motivation and retention in EFL contexts, its implementation must be carefully tailored to address individual differences and contextual constraints.
In conclusion, this study contributes to the growing body of research on gamification in education, demonstrating its potential to make language learning more engaging and effective. The insights provided by this study serve as a foundation for educators seeking to integrate gamification in digital language learning environments, aiming to enhance both student motivation and learning outcomes.
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Copyright (c) 2024 Mimin Aminah, Zainal Rafli, Fathiaty Murtadho

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