Akademik Veri Yönetim Sistemi
International Journal of Technology Enhanced Learning, cilt.16, sa.2, ss.134-156, 2024 (ESCI)
In this study, a gamified English course was designed, and 37 college students took part in it for five weeks. The study aimed to assess achievement, motivation and attitude in terms of students’ language levels and to get students’ views and suggestions towards the gamified course. Data were collected through an achievement test, a motivation scale for gamification, an attitude scale for gamification, and a questionnaire with open-ended questions. Findings revealed a significant increase in students’ achievements with a large effect size. Students’ motivation points were high, and their attitude was positive towards gamification. However, these effects were not different in terms of their language level. Based on the students’ views, it can be asserted that students showed positive attitudes towards competition in the gamified course, gamification made lessons interesting, motivated students to participate in classes, supported their learning, created a fun environment, and improved their self-confidence.