A Mixed-Method Research on the Effectiveness of Using Gamification Elements in an Online English Course

Yıl 2022, Cilt: 7 Sayı: 4, 280 - 291, 06.10.2022

Ayşenur Çınar , Yavuz Erişen , Mine Çeliköz

https://doi.org/10.24331/ijere.1140960

Cited By: 4

Öz

This study, in which the embedded design mixed method in which qualitative and quantitative data are applied together, aims to determine the effectiveness of gamification applications and LMS use in online English lessons. The study was implemented in a secondary school in Istanbul. The purposeful sampling method, a non-random sampling method, was performed. The students were divided into control and experiment groups randomly. The control group consists of 44 students, and the experiment group is 47. A pre-test via online testing tool adapted from a norm-referenced/academic achievement test designed by the Turkish Ministry of Education to examine the students' background knowledge level related to the topic chosen. In this study, while traditional education methods were applied in the control group throughout 15 hours of English lessons enriched with gamification was designed in the experimental group on distance education. The control group was taught the 7th unit of the 5th grade English book 'Party time via traditional presentation methods. In contrast, the experimental group was the same subject via versatile gamification apps such as Kahoot, Classdojo, Quizziz, and web-based games. As a result, there was also a significant change between the pre-posttest change in the experimental group. Accordingly, the Posttest means of those in the experimental group are statistically significant. Following the post-test, semi-structured interviews were conducted with ten students in the experimental group, who were selected by criterion sampling method in a way that the test score changes were heterogeneous, to learn their views on the online English course in which gamification elements were used and to support the quantitative data. According to the data obtained from the interviews, the students were satisfied with the course activities. However, students stated that other lessons should be conducted with interactive applications in addition to English lessons.

Anahtar Kelimeler

Distance education, gamification, LMS, ELT.

Kaynakça

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