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Gamification and the Duality of Extrinsic and Intrinsic Motivation | ||
Journal of English Language Teaching and Learning | ||
مقاله 7، دوره 16، شماره 33، شهریور 2024، صفحه 135-150 اصل مقاله (666.14 K) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22034/elt.2024.60736.2615 | ||
نویسندگان | ||
Elham Daliranfirouz1؛ Mohammad Amiryousefi* 1؛ Renata Geld2؛ Daryoush Nejad Ansari1 | ||
1Department of TEFL, University of Isfahan, Iran | ||
2Department of English and Center for Cognitive Sciences, University of Zagreb, Croatia | ||
چکیده | ||
This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of 220 language learners from different universities in Iran were recruited as the participants and randomly assigned to the gamification-enhanced (n= 114) and control groups (n= 106). Over the eight weeks of treatment, the experimental group members were taught using various gamified tasks and activities through the gamified Moodle LMS. A motivational orientation scale was administered before and after the intervention. The results of ANCOVAs demonstrated a significant boost in the extrinsic motivation of language learners, including external, introjected, and identified regulation. Furthermore, the study confirmed that the integration of gamification has resulted in a higher level of intrinsic motivation for the participants in the areas of knowledge, accomplishment, and stimulation. The relevant pedagogical implications and directions for future studies are discussed. | ||
کلیدواژهها | ||
gamification؛ motivation؛ extrinsic؛ intrinsic؛ Moodle | ||
مراجع | ||
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