A study on gamification to promote motivation in atc classes

Gamification has been considered a teaching-learning method to promote student learning motivation in the context of an English as a Foreign Language EFL classroom.. Research Question T

INTRODUCTION

Research Problem

The era of global integration has resulted in a significant increase in technological development and the process of global integration worldwide Many countries worldwide are gradually adapting to keep up with the latest trends by cooperating and communicating to support each other in many domains The global demand for traveling and expanding social networks with individuals is steadily increasing Hence, it is essential to learn a second language among people worldwide, especially English According to Prakash Babu Bodapati (2016), globalization and English act as powerful forces of mutual attraction This implies that the increase of global integration leads to a rise in the prominence and importance of English as a foreign language in the new era English nowadays is a universal language used by the majority of countries around the world as a native language or second language

Learning English, a new language, has never been an easy task for countries where English is not the native language and so does Viet Nam (Akbari, 2015) Language acquisition and by extension, education as a whole highlights the need for teaching innovation as well as curriculum The digital technology era 4.0 is dawning, the Gen

Z generation is born and exposed to those cutting-edge inventions Thus, there is a growing demand for educational curricula to integrate technological approaches to enhance the effectiveness and creativity in the teaching process Additionally, today’s learners’ generation has been exposed to technology such as mobile phones, iPads, tablets, computers, laptops, internet, etc., from an early age To meet that demand, teachers are encouraged to incorporate digital technology into classroom teaching, creating an effective learning environment, and promoting motivation, classroom interaction, and cognitive levels (Dehghanzadeh, Salimi, Dehghanzadeh, and Azizi,

2016) In October 2010, gamification emerged as a new innovative trend in promoting learner motivation in the classroom, while promoting engagement (Radoff, 2011) Gamification became increasingly widespread and extensively applied throughout all levels of education, including preschool, elementary school, and high school This thesis specifically examines English-major students who are enrolled in the Faculty of Foreign Languages at the Banking Academy of Vietnam (BAV).

Objective of the study

The purpose of the study is to explore the impact of gamification on the motivation of English-majored students in language classes at BAV In order to attain this goal, first-year students were requested to value the components of gamification that enhance their motivation in language classes.

Research Question

This study seeks the answer to the following research question:

How does gamification affect the motivation of English-majored students in the language classroom?

Scope of the study

This is a small-scaled research study, focusing on investigating the influence of gamification in promoting the motivation of English-majored students within the classroom setting This thesis was conducted among 112 freshmen of the Faculty of Foreign Language at BAV.

Significance of the study

The objective of this research is to explore the impact of gamification, specifically on first-year students In addition, the researcher hopes to advance valuable knowledge about gamification as well as assist teachers and students in different ways:

(1) This thesis helps students gain more knowledge of gamification Also, it aims to make them more active in preparing mentally when learning English, making their learning process more enlivening and motivating, and encouraging a productive learning environment

(2) This thesis assists teachers in understanding the applications and advantages of gamification in the classroom context to promote classroom participation and students' interest in learning Furthermore, this thesis provides teachers with useful information for building better lesson plans and delivering effective lessons.

Structure of the study

This thesis is divided into 6 chapters The content of each chapter is detailed below:

(1) Chapter 1: The introduction chapter identifies the research problem and research questions The scope of the research, the significance of the study, and the structure of the research are also mentioned

(2) Chapter 2: The literature review chapter introduce theoretical as well as previous research by other scholars on the same topic of gamification

(3) Chapter 3: The research method chapter presents the steps: research design, research question, participants, and research instruments to collect and analyze data

(4) Chapter 4: Findings presentation chapter shows findings about participants as well as from research data analysis and discussion

(5) Chapter 5: Conclusion, Summary of findings, Limitations, Implications and Recommendations for further research were mentioned in this chapter.

Chapter summary

The introduction commences by presenting background information about the subject, highlighting the importance of English in the era of integration, which has led to the growing demand for integrating technology in language learning Subsequently, the chapter introduces the concept of gamification as a potential approach to promote motivation in the context of language acquisition

The research objectives are well defined, with the purpose of exploring the impact of gamification in promoting motivation among language learners To do this, specific research questions are outlined to guide the study and provide a clear focus for the research “How does gamification affect the motivation of English-majored students in the language classroom?"

The scope of the research is a small-scaled study, specifically involving

112 freshmen in the Faculty of Foreign Languages at BAV Furthermore, the chapter elucidates the significance of the study to both teachers and students Ultimately, the chapter divided the structure of the thesis into 5 distinct chapters: introduction, literature review, research methods, findings and discussion, and conclusion.

LITERATURE REVIEW

Gamification

In Kapp’s research (2012), she defines gamification as “using game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems” (p.10) According to Werbach and Hunter (2012), gamification is the use of game elements and game mechanics in non-game contexts, which is based on the success of the game industry, social media, and decades of research on human psychology “Gamification is the use of game design elements in non-game contexts” (Deterding, 2011, p.11)” In conclusion, gamification is a method of applying game elements and game design in non-game contexts including education

Although gamification uses elements that can be found in real-life games, it poses a different element that distinguishes it from serious games with interesting and playful, interactive game designs (Deterding et al., 2011a) Gamification is different from serious games or game-based learning Gamification not involving the application of actual games or information technology is the combination of game elements such as points, badges, levels, etc found in non-game contexts Gamification is not about turning exercise into a game; rather, it involves identifying motivating elements and techniques that were implemented as interactive factors in a non-game setting to foster motivation, attitude, and performance

Hence, gamification yields numerous advantages such as heightened interest in participating in activities, elevated motivation, increased user engagement, and greater loyalty (PM Thames Valley, 2014) Common and widely-used platforms in the present day include Kahoot!, Quizziz, Bamboozle, Padlet, Meanwhile, game- based learning is essentially fully developed applications that provide support and entertainment to learners during the learning process Game-based learning elicits a sensation akin to engaging in a computer game Some typical game-based learning platforms are Minecraft, The Sim, VocabGo, etc Gamification involves transforming the entire lecture process or learning experience into a game, while game-based learning is the use of a complete game for a learning process or purpose On the other hand, serious games are designed as complete games for specific purposes such as games for health

According to Deterding, Dixon, et al (2011), “Game elements” can be defined as

“elements that are characteristic to games” (p.12) Within the aforementioned major components, there are sub-designs of patterns, also known as game elements, commonly found in games today These games include points, badges, leaderboards, progress bars/progression charts, performance graphs, quests, levels, avatars, social elements, and rewards Each of those elements has different purposes and can be applied basically to any field such as work, business, or educational environment A brief definition table of common game elements adopted from Flore's (2015, p.39) research article (see Table 2)

With regard to the categorization of game elements, there is no uniform classification among research articles However, game elements are classified by most authors based on their levels of abstraction Werbach and Hunter (2012) classified gamification components into dynamics, mechanics, and components shown in Figure 2

Table 2: Common game elements and definitions (Flores, 2015)

Points Numeric accumulation based on certain activities

Badges Visual representation of achievements to show online

Leaderboards The rank of the players based on their success

Progress bars/Progression The status of a player

Quests Some of the tasks players have to fulfill in a game

Levels A section or part of the game

Avatars Visual representation of a player or alter ego

Social elements Relationship with other users through the game

Rewards/reward system System to motivate players that accomplish a quest

Figure 2: Game elements pyramid from “For the Win” research of Werbach and Hunter (2012)

Challenges, chance, competitions, cooperation, feedback, resource acquisition, rewards, transactions, turns, win-states, …

Emotions, constraint, Narrative, progression, relationship, …

Achievement, avatars, badges, rewards, boss fights, collections, combat, content locking, leaderboards, levels, points, quest, …

Instantiations of mechanics and dynamics

Processes that drive action forward

Game dynamics is considered as the most abstract factor that forms all the characteristics of a game Meanwhile, game mechanics is a technique that exists in a game with the purpose of guiding players to perform actions or rules in a limited context (Werbach and Hunter, 2012)

The terms for these three components are used interchangeably in various literatures due to the absence of a universally acknowledged classification of game design elements (Dicheva et al., 2015) In Kapp's research (2012), he highlights that the essential components of games in the educational context can be categorized as mechanics, aesthetics, and game thinking Each category consists of sub-elements The first category is mechanics Users gain points, rewards, and statuses with each passing round of a game Although these elements are prevalent in various games, they are not sufficient to elevate a boring experience to an enjoyable one Nonetheless, their presence is critical in the gamification process Next is aesthetics – without the appeal of the interface, gamification cannot flourish Well-designed visuals and experiences are key factors in gamification Additionally, an individual's aesthetic outlook influences his or her willingness to accept gamification Game thinking is the last one – this can be considered the most important factor of gamification Elements such as competition, cooperation, and exploration can be discovered via activities and experiences, including the majority of routine activities such as running or walking According to Werbach and Hunter (2012), they enumerated various game mechanics such as level, rewards, competition, cooperation, win-state, etc Nevertheless, 4 basic game mechanics are used in the classroom context to promote motivation and class participation are progress bars and clear goals, levels, badges, and leaderboards (Siering, 2012)

2.1.3 Game design and non-game contexts

Werbach and Hunter (2012) insisted that game design is an element of gamification, along with game elements Effective gamification requires to be designed systematically as well as visually appealing with the application of game elements to attract learners Kayımbaşıoğlu & Haci (2016) stated that teachers can promote better engagement and learning experiences with subject matters by designing effective gamification Furthermore, not all individuals are suitable for the game if they lack comprehension of the game’s rules The game's simple and clear design, along with its concise game mechanics encourage learners to participate in the game to achieve favorable outcomes Furthermore, the game must be tailored to accommodate the learner's skill level to enhance player motivation Therefore, a well-designed game must harmonize the players' abilities According to Werbach and Hunter (2012), gamification has developed in the context of non-game contexts, which means that the main purpose of gamification is not solely focused on enjoyment or thrill, but is also part of the experience Non-game context refers to a context in which the environment and field are not directly related to the game Gamification design using game elements is prevalent across various domains such as education, business, health, marketing, etc Deterding et al (2011) stated that the application of gamification is not constrained by any particular intention, utilization, platform, or setting because it does not yield any obvious benefits In the realm of education, game design with elements such as reward points, badges, and rankings to promote student learning motivation

2.1.4 Gamification in second language education

In some recent studies such as Deterding (2011); O’Hara and Dixon ( 2011); Kim, Song, Lockee & Burton ( 2017); Kapp (2012); Werbach & Hunter, (2012); Shahri et al., 2019, various concepts of gamification have been introduced Gamification is not a game application but it uses organic components such as game elements and game mechanics in a non-game environment to promote motivation and engagement of users (Shahri et al., 2019) The educational field is also a non-game environment that involves incorporating game elements and game techniques of gamification

Lee and Hammer (2011) identified three reasons that games can lead to high motivation in high school and undergraduate levels First, gamification empowers users to create their designs like avatars, enhancing their interest and creativity Similarly, Nasir and Saxe (2003) stated that the players tend to set up characters having diverse avatars in order to express the sense of intrigue and fascination of characters That was quite successful in experiencing social cognition Second, the gamification method is effective when its design is appropriate to the proficiency levels and cognition of the users Moreover, these games not only provide guidance but also enhance the interest of the players Some distinctive levels or challenges make the players more interesting and desire success Therefore, the motivation and engagement of students hold significant importance in teaching and educational contexts (Bridgeland et al., 2006) Lastly, a game is a special simulation for students to recognize their mistakes during gameplay and get feedback After that, students can have opportunities to learn from those mistakes

In the realm of education, a research conducted by Bicen et al (2018) has demonstrated that the implementation of gamification increases students’ interest in lessons, motivating them to strive for academic success Additionally, research indicated that gamification has a positive impact on student motivation by promoting interaction and support among students Students perceived that game elements such as reward systems or badges enhances their motivation to learn and improves the retention of material in lessons

Research conducted by Mee Mee et al (2020) shows that gamification effectively promotes student motivation in language acquisition Furthermore, gamification has been found to have an impact on the interest of language students in participating in activities by making the learning process captivating and fun (Dehghanzadeh, 2020) There are many positive emotions of students when participating in gamification such as fun, attractive, interactive, and interesting (Hew & Tan, 2018; Sun & Hsieh, 2018)

According to Lee and Kim (2013), gamification elements for language education are divided into 2 groups The first group is self-elements including levels, badges, points, or time limits The second group is social elements with elements such as leaderboards and competition Integrating game elements into an educational context can yield numerous advantages Gibson, Ostashewski, Flintoff, Grant, & Knight,

2013 assert that digital badges have a positive influence on the drive to learn Therefore, badges can become powerful motivating factors in learning environments (Shields & Chugh, 2016) Leaderboards are applied in educational settings alongside badges and have an impact on learners' behavior and learning outcomes (Landers et al, 2014; Christy & Fox, 2014) Research by Tan and Hew (2016) shows that applying elements such as points, badges, and leaderboards has a favorable effect on attitudes and perceptions within the course According to a systematic literature review by Dehghanzadeh (2020), feedback, challenge, points, levels, leaderboards, and rewards are the most popular game elements used in language learning With regard to rewards, Deci et al (1999) state that external rewards regulate people's behavior External incentives are considered a prerequisite that significantly affects people's participation In his findings, offering real or tangible rewards undermines students' intrinsic motivation Thus, it is crucial to carefully consider these elements before being included in gamification Regarding to rewards system, Yoon, Sung, Choi, Lee, & Kim, 2015 showed that course marks have the characteristic of tangible rewards In addition, the research results of Deci, Koestner, and Ryan (1999) showed positive results of reward systems on intrinsic motivation

In the acquisition of a second language, gamification plays an important role in transferring linguistic knowledge and encouraging regular practice Gamification is prevalent on many websites and platforms, available in online app stores These tools allow learners to improve their second language learning in terms of four key English language skills: reading, writing, speaking, and listening Additionally, gamification aids in the development of vocabulary, grammar, and pronunciation Moreover, applying the gamification method in education makes the learning process more exciting, therefore promoting learner motivation At present, some typical examples of gamification include Kahoot!, Quizziz, and Moodle which are popular all over the world

Motivation

Guay et al (2010) defines motivation as “the reasons underlying behavior” (p 712) Similarly, the research article by Ryan & Deci (2002) also introduced the aforementioned concept In the literature review by Kleinginna & Kleinginna (1981a), motivation is defined as an internal state and condition, described as a need, desire, or desire that activates behavior and provides direction In the realm of education, motivation refers to the underlying reasons that drive students to participate in school activities Motivation is seen as an important factor in learning as well as effective study sessions (Brophy et al, 2013)

In the research article of Deci & Ryan (2000), they point out that “motivation concerns energy, direction, persistence and equifinality - all aspects of activation and intention Motivation has been a central and perennial issue in the field of psychology, for it is at the core of biology, cognition, and social regulation.” “To be motivated means to be moved to do something” (Deci and Ryan, 2000, p.54) If an individual is motivated, they will move and energize their behavior and initiate doing something And if they are not pushed or moved, they're not motivated

According to Self-determination theory (SDT), motivation is categorized into various types based on self-determination (Deci et al, 1985) However, Deci et al

(2000) classified student motivation into two types: intrinsic and extrinsic motivation Similarly, research by Werbach & Hunter (2012) points out two forms of motivation in learning specific languages Intrinsic motivation refers to an internal drive that originates from within an individual when engaging in an activity with satisfaction or a sense of personal accomplishment (Ryan & Deci, 2000) Furthermore, this study identifies game characteristics considered intrinsic motivators for learners such as feelings of accomplishment, autonomy, and mastery On the other hand, extrinsic motivation refers to an external force that prompts individuals to participate in activities to achieve some goal or some form of gain (Lepper, 1988) Features such as levels, points, and badges… are considered an extrinsic motivation when applied to the gamification method to motivate learners By combining these aspects, gamification affects both types of motivation, stimulating the language learning motivation of learners

Deci et al (1999) stated that “intrinsic motivation energizes and sustains activities through the spontaneous satisfactions inherent in effective volitional action It is manifest in behaviors such as play, exploration, and challenge seeking that people often do for external rewards” (p 658) Intrinsic motivation (IM) refers to the motivation that stems from an interest in engaging in activities that provide satisfaction and enjoyment Intrinsic motivation is non-instrumental, indicating that intrinsically motivated actions do not depend on any external factors

According to Deci et al (2001), intrinsic motivation is “an innate psychological need for competence and autonomy” (p.3) Intrinsic motivation is closely associated with cognitive behavioral theories Piaget's work posited that it involves acquiring knowledge about the world and interpersonal experiences The approach to motivation is about cognitive behaviors such as monitoring and strategic use and non- cognitive aspects such as perceptions, beliefs, attitudes, or both According to Borich and Tombari (1997), intrinsic motivation has an impact on learners, driving them to actively get involved in activities even without rewards

Intrinsic motivation is divided into three types (Vallerand et al., 1992) The first type is intrinsic motivation to know, which is widely recognized as the most common motivation observed in the field of education This motivation is expressed through the learner's desire to acquire knowledge and participate in miscellaneous learning activities that elicit joy The second category is intrinsic motivation towards accomplishment, which involves the desire to engage in activities that elicit pleasure and satisfaction from fulfilling something challenging (a sense of accomplishment) Intrinsic motivation to experience stimulation is the final type, which helps bring a sense of stimulation to the person participating in the sensory stimulation activity Furthermore, there are numerous types of stimulation with different forms such as sensory pleasure, aesthetic pleasure, or emotional feelings such as fear or excitement

Guay et al., (2010) stated that extrinsic motivation involves engaging in activities for achieving external rewards rather than an interior satisfaction In other words, extrinsic motivation is essentially a tool This motivation manifests itself in achieving other goals Extrinsic motivation (EM) is derived from external stimuli that influence individuals to strike for specific goals or rewards According to Harlen & Deakin Crick (2003), extrinsic motivation is associated with individuals when they participate in learning because this motivation is considered a way to help them achieve their learning goals, and it is often separate from the purpose and content of learning For example, students in English class must win the game and rank among the top 3 students in the class to receive a reward from the teacher Motivation is multidimensional and diverse depending on the situation, from completely external (winning games to get rewards) to completely internal (e.g., learning English through games makes individuals self-awareness has improved learning efficiency) Common extrinsic motivators are rewards such as money, course marks, rewards, and threat of punishment In addition, competition serves as an external factor that drives players to win and defeat their opponents In such a competitive context, not only rewards are external motivation, but also encouragement from people around and external encouragement

Deci et al (2000) divided extrinsic motivation into 4 distinct types according to the level of self-determination External regulation is considered the lowest form of self- determination of extrinsic motivation This type of motivation entails engaging in behavior to satisfy external demands or avoid externally imposed sanctions The second type of extrinsic motivation is introjected regulation This type describes implementation activities that bolster one’s self-esteem, avoid external feelings of guilt, or respond to internal pressures such as regulations The most autonomous type of extrinsic motivation is regulation through identification Identified regulation is the third type of extrinsic motivation, in which individuals acknowledge the reasons behind performing a certain action or recognize the importance of that action Finally, integrated regulation occurs when individuals integrate value acceptance and self- perception of the importance of their behaviors

The study of Deci et al (2000), also showed that these types of motivation have an impact on learners' academic performance When learners have intrinsic motivation and realize the value of those learning behaviors (Identified regulation), they are more likely to exhibit perseverance and consciousness in carrying out learning tasks, resulting in achieving higher academic outcomes On the contrary, learning is driven by rules external and internal regulation, individuals motivated by this type of motivation tend to be less persistent and attain lower levels of success (Guay, Ratelle,

Self-determination theory (SDT) is the basic concept explaining human motivation and behavior in social contexts (Deci et al, 2010) According to this theory, the most distinctive characteristics of motivation intrinsic and extrinsic motivation are identified by Deci and Ryan (2010) SDT is categorized into at least three types of psychological needs, respectively needs for competence, relatedness, and autonomy Furthermore, having these needs met leads to sensations of happiness, well-being, and motivation Competence is the sense of accomplishment and the capability to complete tasks effectively Autonomy refers to the need for self-control, wanting to do things, and the ability to make decision in accordance with one’s own preferences Autonomy is not associated with an individual’s related to external influences rather than the person's own willingness The last need – Relatedness - refers to the feeling of a person’s desire to establish connection with others or wanting to be a part of a certain social group.

Previous research on gamification in promoting motivation in second language

Many studies are showing the positive effects of gamification on learning outcomes as well as student motivation in educational environments, especially the field of second language education Regarding impact of motivation, the research synthesis article by Dehghanzadeh (2019) & (2021) demonstrates that gamification can have a positive impact on motivation, as indicated by several studies Hanus & Fox (2015); Rachels & Rockinson Szapkiw (2017); Ketyi (2016); Castaủeda, Guerra,

& Ferro (2018); Munday (2016); Hasegawa (2015) and Hung (2016) Iaremenko’s study (2017) was conducted to explore the influence of online games on the motivation of English language students It was revealed that the majority of students feel interested and positive about learning through games (87%) Also, this study concludes that online learning games have a positive impact on student's intrinsic motivation to participate in class activities

Additionally, Berns et al (2016) conducted research to evaluate the impact of game- based apps on learners' language learning motivation This study uses mixed research methods between quantitative and qualitative The findings show positive results of the game in promoting learner motivation and proficiency However, the conclusion of Munday's (2016) research was still ambiguous The findings indicate that although students at level A1 are observed to have positive attitudes toward gamification, individuals surveyed at level B2 exhibit negative attitudes toward gamification, specifically in the use of Duolingo The research conducted by Dindar (2021), demonstrated that gamification fosters a competitive and collaborative environment, hence promoting student motivation and exertion

With regard to game element, game elements are studied extensively in numerous research studies, with badges and leaderboards widely regarded as the most prevalent elements used in educational contexts Gibson, Ostashewski, Flintoff, Grant, and Knight (2013) stated that “Digital badges seem to have important impacts on motivation for learning, status within a community, and can transparently display achievement level” (p 409) In the study by Landers and Landers (2014), researchers showed that using leaderboards will increase the amount of time spent on homework time, thereby increase the motivation to study Based on their research results, the amount of time spent on a task has a positive effect on the process of acquiring knowledge The participants in the study conducted by Cheong et al (2014) hold the belief that game elements such as points, leaderboards, and teams, can be useful in creating a vibrant atmosphere within the classroom Kétyi's (2016) study "From mobile language learning to gamification: an overview of research results with business management students over a five-year period" is to evaluate the effectiveness of gamification and game elements on students' learning outcomes The results of the study show that students feel motivated and are more interested in learning through games It also revealed that feedback elements increase business students' motivation and engagement in language learning

In term of improvement in learning outcomes, several other studies show the beneficial impact of gamification on academic outcomes Results from research conducted by (Kayımbaşıoğlu et al., 2016) have shown a significant improvement in second language knowledge acquisition in the classroom from 33% to 90% as indicated by data from assessment results However, the paper by Cardoso et al

(2017) showed a negative effect on the acquisition of English pronunciation among French students The findings showed that between the two groups of participants who were evaluated in the study after using the games, there was no significant improvement in pronunciation, fluency, or general pronunciation ability

The above research publications focus on education in a broad sense or other subjects and second language education However, research articles on the application of gamification in language contexts are quite a few (Garland, 2015) In addition, the survey participants in these researches were not English-majored students Furthermore, the study publications employ diverse pre-tests and post-tests or semi- structured interviews Therefore, there is a gap between previous studies and this current thesis This study uses the survey research instrument method along with a descriptive quantitative method to explore the gamification of the motivation of English-majored students in second-language classes.

Chapter summary

The chapter begins with an exploration of the theoretical foundations of gamification, along with game elements and game design The chapter discusses the specific elements of gamification frequently utilized in language learning, including points, badges, leaderboards, and narrative structures The effectiveness of these elements in promoting motivation and engagement is examined through a systematic review of empirical research relating to the topic research domain Additionally, game design needs to be carefully designed to cater to learners, facilitating the efficient use of gamification The theory of motivation and its two main types – intrinsic and extrinsic motivation were discussed Self-Determination Theory (SDT) is discussed, highlighting their relevance to understanding motivation in educational contexts

Subsequently, the chapter reviews existing literature on gamification in language acquisition A synthesis of studies demonstrated the positive outcomes of gamified approaches on motivation, engagement, and learning outcomes, revealing both the potential benefits of implementing gamification in the classroom Besides, research pertaining to the topic has a beneficial impact on students' motivation in language learning environments

Chapter 2 provides a comprehensive examination of the theoretical underpinnings and empirical support for the application of gamification in language learning Through the process of synthesizing previous research, this chapter identifies research gap between previous researches and current thesis, and prepare for the empirical investigation presented in subsequent chapters.

RESEARCH METHODS

Research Question

The purpose of this research is to study the influence of gamification on their motivation in language classes at Banking Academy of Vietnam The research aims to provide an answer the following question:

How does gamification affect the motivation of English-majored students in the language classroom?

Participants

The total number of survey participants was 112 undergraduate students from classes in the Faculty of Foreign Languages This research was conducted in the domain of English as a foreign language (EFL) The female population accounts for 85,7% (N

= 96) while the male represents 13.4% (N = 15) In addition, 1 respondent identified as Other The study focuses on the population of first-year students enrolled in the Faculty of Foreign Languages at the BAV These groups of students were chosen for the research because they just entered the university environment, where the learning environment and curriculum are different from those at lower levels Furthermore, this freshman class has had almost a year to become acquainted with all aspects of the academic environment and curriculum Consequently, upon their arrival at the university setting, they are intrigued by novel things such as applying gamification to pedagogy and education.

Research instruments

This study was conducted using a descriptive quantitative method to acquire a specific description of students' motivation According to Houser (2008), descriptive analysis is used as a way of describing individuals, events, or conditions by studying their nature The quantitative data were collected through a survey questionnaire This questionnaires to describe attitudes, opinions, behaviors, experiences, or other characteristics of people (Creswell, 2005) The use of quantitative research methods in this paper is made simple by using tables, averages, medians, and means to assess values and establish connections with existing theories, thereby uncovering practical implications Furthermore, the utilization of anonymous surveys aids participants in alleviating stress and limiting shyness while expressing their viewpoints on a certain matter Paulhus (1984) discovered that respondents exhibited more favorable personality traits when asked to reveal their personal information such as name, address, and phone number on a questionnaire as opposed to those instructed not to disclose any personal details

The research utilizes a survey questionnaire as an instrument to collect data from students through their responses The researcher used the Likert scale in this thesis including 5 points: “Strongly agree”, “Agree”, “Neither”; “Disagree”; “Strongly Disagree” The advantage of using a Likert scale is that it avoids biased results such as yes or no responses Conversely, respondents choose 1 of 5 rating options in response to each question in the survey questionnaire This survey questionnaire was designed and gathered through the online platform Google Forms The rationale behind selecting this instrument is its usefulness and convenience The implementation cost of this method is comparatively low and both data collection and implementation are straightforward However, the respondents need to provide candid and thorough answers to the survey items in order to generate credible data

Each survey questions are explicitly represented in the Appendixes They are divided into 3 parts: Section I: Demographic Information, while Section II and III address intrinsic and extrinsic motivation, respectively The total number of questions is 36 questions, including 5 questions in Section I, 15 questions in Section II, and Section III has 16 questions These questions are adapted and developed from research on gamification by Bicen, H., & Kocakoyun, S (2018).

Data collection procedure

The data were collected in the academic year 2023 - 2024 through online surveys designed on Google Form The online survey was sent to all first-year students at the academy attending the Faculty of Foreign Languages via the school email system After 10 days, the total number of responses received was 112 All of them were usable The collected data were recorded in a spreadsheet and analyzed by using Statistical Package for the Social Sciences (SPSS) software.

Data analysis

As being shown in the Table 3.1, collected data will be encrypted before being analyzed by SPSS software (version 20)

Table 3.1: Coded data from the Questionnaire

1 I feel interested in learning English through games

2 Using games in English class makes me feel more interested in the lesson

3 Games create an interesting feeling in the

4 Correctly answering English questions in games helps me be more confident in my abilities

5 Learning English through games helps me learn difficult topics but still have fun

6 Participating in games encourages me to challenge myself and improve myself

7 The time elements in the game allow me to I7 practice time management skills

8 Games help me learn English in class more effectively

9 Learning through games makes me lose focus on the main content of the lesson

10 The combination of traditional English learning methods with learning through games helps me understand the lesson better

11 Learning English through games helps me remember knowledge more easily

12 Learning English through games is fun I12

13 Using smartphones to participate in games helps me feel more interested in learning

14 Learning English through games makes me interested and want to learn about other lessons

15 The method of learning English through games is useful

1 Competing with friends in games helps me be more motivated to study

2 I communicate more with friends to achieve high results in games

3 Rewards in games encourage me to study

4 The learning progress tracking mode through games motivates me to study English better

5 Learning English through games helps me be motivated to improve my weaknesses

6 Achieving badges in games makes me feel recognized and motivated to learn better

7 I feel disappointed if I don't achieve high results in games

8 I think the rankings in games motivate my competitiveness in the classroom more

9 Using games in classes helps me set higher goals to achieve success

10 Learning English through games can increase competition in the classroom

11 The countdown timer mechanism in the game helps me practice responding faster

12 Learning through games encourages me to be more proactive to achieve good results in lessons

13 Internet connection problems in English class prevented me from participating in games

14 Using games in large classes can encourage mutual support and interaction

15 The real reward from the teacher makes me interested in participating in games during

16 The bonus points from the teacher make me more interested in participating in English class

Subsequently, the coded data shown in the table above be analyzed by SPSS statistical software to evaluate the reliability and validity of items in the above variables based on Cronbach's Alpha After calculating the standard reliability, the researcher continued to calculate the Mean score and Standard Deviation to evaluate the level of agreement or disagreement of survey participants

Chapter summary

The chapter commences with reiterating the study question, with a specific emphasis on understanding the impact of gamification to the motivation of English-majored students at BAV Afterwards, the participants of the study are delineated The research was carried out on the entire cohort of first-year students who enrolled in the Faculty of Foreign Languages at the Banking Academy of Vietnam (BAV) A total of 112 individuals has engaged in this survey questionnaire The selection criteria for participants and reasoning for choosing this particular sample are explained

The chapter subsequently outlines the research instruments employed for data collection Surveys were administered to gather quantitative data on student perceptions of gamification and their motivation Following this, the data collection procedure was described The data was gathered in academic year 2023 -2024 through online survey designed by Google Form

The subsequent section covers the techniques for data analysis The quantitative data obtained from survey were analyzed by SPSS software (version 20.0) This analysis focused on assessing the reliability and validity of items in the above variables based on Cronbach's Alpha and descriptive statistics

To summarize, Chapter 3 offers a detailed overview of the research methodologies employed in the study By utilizing quantitative approach, the research seeks to capture the impact of gamification on student motivation in language learning This chapter establishes the foundation for the presentation of findings and discussion in following chapter.

FINDINGS AND DISCUSSION

Frequency of learning English through gamification

As being shown in Figure 4.1, the majority of participants learned English through games not very often 54 participants (48.2%) answered “sometimes” learning English through games The “frequent” level selected by 34 respondents (30.4%) ranked second There are 14 students (12.5%) who “always” learn English through games As a result, the frequency of learning English through games Gamification is becoming an increasingly prevalent method by which students learn English on a regular basis

Figure 4.1: Frequency of learning English through gamification

Frequency of learning English through gamification

Never Seldom Sometimes Frequent Always

Subjects employing gamification

Furthermore, subjects relating to language skills also have quite clear differentiation shown in Figure 4.2 A total of 88 students (78.6%) reported experiencing gamification in Reading skill lessons, it is similar that 58% equivalent to 65 students underwent gamification in Writing skills The remaining skills, namely Listening and Speaking, yielded results of 44.6% and 48.2%, respectively In addition to the above skills, 2 students reported participating in gamification in grammar and vocabulary subjects (0.8%) The findings show that students have more exposure to the Reading and Writing skills subjects compared to the other two left It is evident that Reading and Writing skills are independent activities requiring minimal direct engagement Thus, incorporating gamification into these skills subjects more to boost motivation is understandable While speaking and listening skills are related to direct engagement and correspondence, incorporating gamification into these lessons may face greater challenges

Figure 4.2: Gamification in English subjects

Perception of students toward gamification

In response to the question of students’ perception of gamification, the majority of students would like to acquire English through games 107 out of 112 students answered "Yes", accounting for 95.5% (see Figure 4.3) It is evident that students have a positive attitude towards using gamification in English language learning

Figure 4.3: Perception of students toward gamification

Intrinsic Motivation

Cronbach's Alpha is employed in the thesis as a statistical method to assess the reliability of the measurement The Alpha coefficient is widely applied in numerous scholarly articles (Trizano-Hermosilla and Alvarado, 2016) The Cronbach’s Alpha coefficient of the observed variable returned a result of 0.860 (greater than 0.6), demonstrating a high level of reliability of the variable (Table 4.1) In addition, the analysis table 4.2 also shows Cronbach's Alpha if the item is deleted is positive (greater than 0.6) Goforth (2015) suggests that research articles should have an Alpha coefficient between 0.65 and 0.8 or greater

Perception of Students toward Gamifiaction

Table 4.1: Reliability Statistics of Intrinsic Motivation

Scale Mean if Item Deleted

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

I feel interested in learning English through games

Using games in English class makes me feel more interested in the lesson

Games create an interesting feeling in the English classroom

Correctly answering English questions in games helps me be more confident in my abilities

Learning English through games helps me learn difficult topics but still have fun

Participating in games encourages me to challenge myself and improve myself

The time elements in the game allow me to practice time management skills

Games help me learn English in class more effectively

Learning through games makes me lose focus on the main content of the lesson

English learning methods with learning through games helps me understand the lesson better

Learning English through games helps me remember knowledge more easily

Learning English through games is fun

Using smartphones to participate in games helps me feel more interested in learning English

Learning English through games makes me interested and want to learn about other lessons

The method of learning English through games is useful

4.4.2 Effect of gamification on intrinsic motivation of students

As Table 4.2 shown, the application of gamification has a positive impact on the intrinsic motivation of English-majored students Particularly, the majority of students in the Faculty of Foreign Languages at BAV responded “strongly agree” with the statement “Games create an interesting feeling in the English classroom” with a mean score of 4.25 Plus, the majority of participants strongly agree with the statements “Learning English through games is fun” (M = 4.29) Additionally, students perceived that gamification created interest in them as well as the classroom with mean scores of 4.16 and 4.17, respectively It could be inferred that the application of gamification in English language lessons provides interest to them, driving them to engage in the learning process

As being shown in Table 4.3, Students perceive gamification to have a beneficial impact on the learning process as well as effectiveness of language acquisition Particularly, the statement “the method of learning English through games is useful” is one of the items that have the biggest Mean score (M= 4.29) This indicates that students perceive gamification as a potential means to acquire English language The respondents agree that the combination of traditional English learning methods with learning through games helps them understand the lesson better and recall knowledge easily has mean scores of 4.07 and 4.09, respectively The majority of students perceived that gamification enhances their learning process and improves English language proficiency The remaining items were unanimously answered with

"Agree", except for the item "Learning through games makes me lose focus on the main content of the lesson", which still has an uncertain response (M = 2.65, SD 1,096) It can be concluded that gamification is recognized by many respondents as a promising tool to enhance the English learning process However, it is crucial to implement it effectively to bring maximum its benefits without causing any distraction for students

The combination of traditional English learning methods with learning through games helps me understand the lesson better

Games help me learn English in class more effectively

Extrinsic Motivation

The Cronbach Alpha coefficient is 0.864 which is greater than 0.6 This indicates that the items under this variable demonstrate a high level of reliability of the measurement As being shown in Table 4.4, Cronbach's Alpha if Item Deleted shows positive results and exceed 0.6

Table 4.4: Reliability Statistics of Extrinsic Motivation Items - Total Statistics

Scale Mean if Item Deleted

Scale Varianc e if Item Deleted

Cronbach' s Alpha if Item Deleted

Competing with friends in games helps me be more motivated to study

I communicate more with friends to achieve high results in games

Rewards in games encourage me to study English

The learning progress tracking mode through games motivates me to study

Learning English through games helps me be motivated to improve my weaknesses

Achieving badges in games makes me feel recognized and motivated to learn better

I feel disappointed if I don't achieve high results in games

I think the rankings in games motivate my competitiveness in the classroom more

Using games in classes helps me set higher goals to achieve success

Learning English through games can increase competition in the classroom

The countdown timer mechanism in the game helps me practice responding faster

Learning through games encourages me to be more proactive to achieve good results in lessons

English class prevented me from participating in games

Using games in large classes can encourage mutual support and interaction

The real reward from the teacher makes me interested in participating in games during English class

The bonus points from the teacher makes me more interested in participating in English class

4.5.2 Effects of gamification on extrinsic motivation of students

This section will analyze the data obtained in the study after undergoing average statistical analysis by SPSS Table 4.5 shows the mean value Mean, which shows the average value of the variable at which level from the 1-5 frame From the data in Table 4.5, we can see how gamification affects English-majored students' extrinsic motivation

Furthermore, students felt that gamification increases competition in the classroom setting (M = 4.10) and that a competitive environment with friends in class helps students become more motivated to learn (M = 3.68) Students engaged in more communication and mutual assistance when learning English through games, thereby promoting social interaction Plus, gamification was observed to create a competitive environment among students in the language classroom, which is widely acknowledged to stimulate them to learn and compete It could be concluded that gamification can promote collaborative learning and encourage mutual support However, the item “I feel disappointed if I don't achieve high results in games” garnered an uncertain response from participants with Mean score of 3.40 This indicates that the majority of participants did not feel intense feelings of disappointment if they did not achieve high results However, it does not imply that they were indifferent They have a tendency to be a little disappointing while not very significant

Table 4.5: Evaluation Mean Score of Extrinsic Motivation

Rewards in games encourage me to study English

The learning progress tracking mode through games motivates me to study

As being shown in Table 4.6, the findings demonstrated that the gamification method has a beneficial impact on the intrinsic motivation of students within language learning settings Particularly, the most notable point is that students answered:

"strongly agree" with the statement "The bonus points from the teacher make me more interested in participating in English class" (M = 4.41, SD = 742) In addition,

"the real reward from the teacher makes me interested in participating in games during English class" also received agreement from students (M = 4.15, SD = 851) The remaining items similarly received positive outcomes, demonstrating that the implementation of these elements in gamification promotes students' motivation to learn and actively participate in class.

Discussion

The findings of the thesis show that gamification has an impact on students' intrinsic motivation in language learning 95.5% of participants have a positive attitude in acquiring English through games It can be referred that gamification creates enjoyment among students, hence increasing student engagement in language classes This finding are in line with the optimistic outlook observed by Laremenko (2017) on gamification approach However, Munday's (2016) research contradicts these findings by revealing that level B2 students exhibited negative attitudes towards gamification Although this group of B2 level participants did not show much discomfort with Doulingo, they felt uncomfortable and complained about the lack of specific learning modes and translation program in this application

The survey revealed that students perceived gamification as a mean to stimulate interest and foster learning interest in their English language classrooms Students perceive gamification as increasing their enjoyment in the classroom setting, fostering motivation to learn better and participating more actively in the learning process The findings of the thesis are consistent with the findings of Iaremenko

(2017) Moreover, gamification stimulates students' intrinsic motivation through the aspect of competence Students concurred that correcting the questions in English during games enhance their confident in their abilities Proficiency in answering

English questions can increase their confidence and self-efficacy in learning English When individuals possess a sense of confident in their skills, they tend to participate in learning activities with a heightened sense of optimism

The current thesis findings indicate that gamification improves the extrinsic motivation of students in language acquisition contexts SDT divided the extrinsic motivation into 4 distinct categories: external regulation; injected regulation; identified regulation; and integrated regulation

External regulation entails engaging in behavior to satisfy external demands or avoid externally imposed sanctions This regulation involves elements such as rewards and punishments Surprisingly, the findings of the thesis demonstrate that students highly endorse the idea of giving bonus points from teachers which enhances their interest and enthusiasm in language class It is evident that students a sense of motivation and encouragement to participate in activities with aim of improving their academic performance This assistance plays a role in increasing student motivation Additionally, applying this rewards element improve extrinsic motivation, aiding students in focusing on the subject matter and strive to achieve higher outcomes The results of this study align with the findings of research conducted Yoon, Sung, Choi, Lee, & Kim (2015)

Introjected regulation describes implementation activities that bolster one’s self- esteem, avoid external feelings of guilt, or respond to internal pressures such as regulations The thesis that reveals a significant number of students reported that earning badges in game made them feel recognized and motivated them to learn better Students have a sense of acknowledgement when they achieve badges in games, thereby promoting better learning Also, earning badges in games provides a sense of acknowledgment for achievement, boosting students' egos This increases the individual’ intrinsic motivation and responsibility in acquiring knowledge Research conducted by Gibson, Ostashewski, Flintoff, Grant, & Knight (2013) and Shields & Chugh (2016), yielded comparable findings regarding the impact of digital badges on learning motivation

Identified regulation relates to acknowledgement the reasons behind performing a certain action or recognizing the importance of that action The results of the survey show that learning English through gamification approach encourages learners to be proactive to attain high outcomes in their lesson Implementing gamification makes students realize the significance of English, not only for purpose of passing the test, but also for improving their skills that can be handy in the future Furthermore, the thesis indicates that gamification pushes students to establish objectives and challenges to strive for success Gamification enhances students’ comprehension of the purpose behind learning English, hence greatly foster their personal development

Rankings elements serve as a motivator to encourage students’ motivation to learn and compete with their peers Rankings provide students with a goal for to strike for, encouraging them to achieve higher positions in the rankings The implementation of rankings creates a competitive environment within the classroom context, which motivates students to strive to push themselves to attain excellent outcomes This is further shown in the findings of the study conducted by (Wulantari, 2023)

Students compete with their peers to achieve high results in gamified activities However, students provide neutral answers when it comes to expressing their feelings about not achieving high score in class activities Participants exhibit a certain amount of interest in their games results, but they do not excessively burden themselves with the expectation of achieving high outcomes They may consider achieving high results as a significant aspect, but not the only or determining element in their feelings of satisfaction or disappointment Furthermore, students expressed uncertain answers regrading whether gamification distracts them from the main content of the lesson Students exhibit different responses to learning through games through factors such as one’s preferred learning style, personal preferences, etc Some subjects may be more appropriate for gamification, while others may not be In contrast to the research of Sun and Hsieh (2018), the findings indicate that gamification that is characterized by high interactive and competitive leads to increasing in students’ attention in the classroom, hence improve their English language learning experience

In addition, implementing gamification encourages students to interact more with their classmates, thereby promoting peer collaboration efforts and achieving successful academic outcomes Students engaged in more communication and mutual assistance when learning English through games, promoting social interaction Frequent interaction among students within the same class creates opportunities for communication, supporting the exchange of knowledge, opinions and experiences to attain learning objectives Plus, it has been noted that gamification create a competitive environment among students in the language classroom, a factor that is widely acknowledged to stimulate them to learn and engage in competition This competition has been observed to have an impact on students, motivating them to strive for high scores This findings are also apparent in the research undertaken by Flores (2015), Mufidah (2016), Dindar et al, (2021), and Lam (2016)

The findings of the thesis demonstrate that gamification holds promise and provides potential advantages for language teaching and learning Research results indicate that gamification helps increase students' learning motivation, brings sense of enjoyment in the learning process, and promotes communication and interaction among students The rewards element is found to have a significant influence on students' motivation to learn in class However, teachers should apply it effectively to avoid affecting and reduce students' intrinsic motivation for learning languages.

Chapter summary

The chapter begins with an overview of the demographic characteristics of the participants, including their gender, frequency of learning English through games, and perception toward gamification The findings revealed that students have a positive attitude toward the implementation of gamification in learning English

Next, the quantitative findings from the surveys are presented The data reveal that the majority of students perceive gamification as creating enjoyment in language classroom settings, promoting them to learn and participate in learning English Additionally, game elements were reported to have positive high levels of motivation in gamified language classes

Following this, the application of gamification also has an impact on social interaction and improves peer collaboration among students to strive for higher results Plus, gamification creates health competition in classroom contexts and promotes competition among students for success However, the findings also received neutral opinions on whether students lost focus when applying gamification during class and whether they were disappointed when they did not achieve high results After that, the chapter presents a discussion of the findings above and compares them with existing research

In conclusion, Chapter 4 synthesizes the findings of the study and offers insights into the impact of gamification on student motivation in language learning It contributes to the existing literature by providing empirical evidence and practical recommendations for educators.

CONCLUSION

Conclusion

This study answered the research question of exploring the influence of gamification to promote motivation in language classes The findings reveal that students have positive attitudes toward learning English through games, with increased student interest, motivation in learning in the classroom setting, and perceived effectiveness by combining with traditional methods The gamification method fosters more social interaction, encouraging mutual support among their peers The game elements implemented in gamification have a positive impact on driving them to learn the language within the classroom Offering bonus points as well as real gifts emerged as a powerful motivator for student participation In general, gamification appears to be a promising approach to improve motivation in language acquisition.

Summary of Findings

The goal of the research is to explore the influence of gamification on student motivation in the language classroom, specifically intrinsic motivation and extrinsic motivation This research was designed and collected data from 112 freshmen majoring in the Faculty of Foreign Languages The collected data will be synthesized and coded before being analyzed and providing final results The results show that the percentage of participants have a positive perception of the application of gamification in learning English (95.5%) In a language classroom context, students reported that gamification has an impact on their motivation to learn English in class Games help students feel more interested in the lesson as well as in learning English

In addition, students also realize that gamification helps them learn language more effectively when combined with traditional learning methods Such a combination helps students absorb knowledge quickly and recall lessons well Furthermore, students found that gamification also had an impact on their extrinsic motivation The gamification method applies game-like elements to attract and excite learners The rankings also affect students' learning motivation Surprisingly, the extrinsic rewards element applied in gamification was reported to motivates students to learn in classroom setting.

Limitations

Although the study yielded favorable outcomes, these findings also encountered limitations, which affected the trustworthiness of the study First, this research has a limited implementation time, resulting in insufficient data for an in-depth analysis Second, the survey questionnaire was administered to a small-scaled participants and this thesis was solely conducted by the researcher Consequently, data collection and the scope of research were limited It is hoped that future research will overcome the limitations by expanding the scale and scope of the study.

Implications

Research findings show that students have positive attitudes toward learning English through games It is proposed that lecturers can leverage this positive perception among college students to integrate gamification into classroom activities to increase student engagement and motivation Furthermore, gamification also helps teachers develop more interactive lessons, improving teaching effectiveness Lecturers should take advantage of factors such as real rewards and bonus points to incentivize students’ engagement However, the application of the above factors should be carefully considered prior to incorporating them into classroom activities to avoid a decrease in intrinsic motivation For instance, the use of realistic rewards and bonus points should be considered carefully to ensure that they do not reduce student interest and self-discipline Regarding students, this essay shows that gamification promotes social interaction and communication with classmates Therefore, students can utilize this opportunity to expand their social network, which benefit their study and work in the future Ultimately, the data presented in this survey can provide useful knowledge for other scholars, teachers, and policy reformers to improve the curriculum for undergraduate programs Integrating gamification can also provide benefits to schools and education systems This encompasses the facilitation of inventive approaches to teaching and learning methods, along with providing useful information for researchers and educational administrators to improve the quality of training programs in university curricula.

Recommendations for further research

The findings from this study were consistently positive results and aligned with previous studies However, this study gathers data pertaining to a specific student course within a certain department at a university Therefore, future research should be conducted based on a larger scope and scale, encompassing a large number of students to collect more diverse data on age, major, and levels, to evaluate deeply from many perspectives The research employs a questionnaire survey as a data collection instrument, so future research should combine many research instruments such as pretest and post-test assessment or interview, to more comprehensively assess the impact of gamification on Student motivation in the language classroom Simultaneously, the research is conducted by one researcher and one instructor It would be much more helpful for future research to be conducted with other researchers.

Chapter summary

The chapter commences with summarizing the key findings regarding the influence of gamification on the motivation of English-major students in language classes at the Banking Academy of Vietnam (BAV), followed by the conclusion The findings indicate that students have a favorable attitude toward gamification as a mean of learning English In addition, gamification creates interest, promoting students’ intrinsic drive to learn better

Furthermore, the chapter discusses the implications of these findings for language lecturers, learners, and policymakers It emphasizes the potential of gamification as an effective strategy for promoting motivation and fostering a positive learning environment in language classrooms It is advisable to integrate of gamification into language curricula to enhance student engagement and motivation

However, the chapter also acknowledges certain limitations of the study, including the small sample size, research duration, and the specific scope of BAV Future research should strive to conduct the study on a broader scope and scale, collect a greater number of responses, as well as explore the effectiveness of gamification in diverse educational environments Plus, the chapter provides recommendations for further research by expanding the scope and scale of the study, employing more research instruments such as interviews and semi-interviews, and conducting research with the assistance of other scholars

Chapter 5 emphasizes the capacity of gamification to improve motivation in language learning, as supported by the findings of the study By addressing the implications, limitations, and recommendations for future research, the chapter contributes to the continuing discourse on effective pedagogical approaches in language education

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A STUDY ON GAMIFICATION TO PROMOTE MOTIVATION IN ATC

I am Minh Anh, a senior student majoring at the Faculty of Foreign Languages at Banking Academy of Viet Nam I am conducting the survey to gather your perception to the application of gamification to promote the motivation of English-majored students within class setting This survey will take you approximately 5 minutes to complete Hope you can spend your precious time to do this survey Your participation is voluntary and all information you provide treated as confidential I really appreciate your efforts and participation to this thesis

Please select the following information that appropriate to you

2 Have you ever used games in learning English?

3 Which of the following platforms do you usually participate in during classes?

4 In which English subject lessons have you experienced gamification?

5 Do you like using games in learning English?

Section II: Intrinsic Motivation (Động lực nội tại)

Please read the following statements and choose the level that suits you according to

(Vui lòng đọc các nhận định sau đây và chọn mức độ phù hợp với bạn theo 5 mức độ từ 1- Hoàn toàn không đồng ý; 2 - Không đồng ý; 3 - Trung lập; 4 - Đồng ý; 5 - Hoàn toàn đồng ý )

(Tôi cảm thấy hứng thú với việc học tiếng Anh qua các trò chơi )

(Việc sử dụng trò chơi trong lớp học tiếng Anh khiến tôi cảm thấy hứng thú hơn với bài học )

(Games tạo cảm giác thú vị trong lớp học tiếng Anh )

(Trả lời đúng các câu hỏi Tiếng

Anh trong games giúp tôi tự tin hơn vào khả năng của mình)

(Học Tiếng Anh qua games giúp tôi học các chủ đề khó trong nhưng vẫn cảm thấy vui)

(Tham gia các trò chơi khuyến khích tôi tự thử thách và cải thiện bản thân )

(Các yếu tố thời gian trong games cho phép tôi rèn luyện kỹ năng quản lý thời gian)

(Việc học Tiếng Anh qua games khiến tôi mất tập trung vào nội dung chính của bài học)

English learning methods with learning through games helps me understand the lesson better

(Sự kết hợp giữa phương pháp học

Tiếng Anh truyền thống với học qua games giúp tôi hiểu bài học tốt hơn)

(Học Tiếng Anh qua games giúp tôi nhớ lại kiến thức dễ dàng hơn)

(Học Tiếng Anh qua games rất vui)

(Việc sử dụng điện thoại thông minh để tham gia games giúp tôi cảm thấy hứng thú hơn trong việc học tiếng Anh)

(Học Tiếng Anh qua games khiến tôi hứng thú và muốn tìm hiểu về những bài học khác)

(Phương pháp học Tiếng Anh qua games rất hữu ích)

Section III: Extrinsic Motivation (Động lực ngoại tại)

Please read the following statements and choose the level that suits you according to

(Vui lòng đọc các nhận định sau đây và chọn mức độ phù hợp với bạn theo 5 mức độ từ 1- Hoàn toàn không đồng ý; 2 - Không đồng ý; 3 - Trung lập; 4 - Đồng ý; 5 - Hoàn toàn đồng ý )

Disagree Neutral Agree Strongly agree

(Cạnh tranh với bạn bè trong games giúp tôi có động lực học tập cao hơn)

(Tôi giao tiếp nhiều hơn với bạn bè để đạt được thành tích cao trong các trò chơi)

Rewards in games encourage me to study

(Phần thưởng trong games khuyến khích tôi học tập

The learning progress tracking mode through games motivates me to study English better

(Chế độ theo dõi tiến độ học tập qua games mang lại động lực cho tôi học tập

(Học Tiếng Anh qua games giúp tôi có động lực để cải thiện điểm yếu)

(Đạt được huy hiện trong games khiến tôi được công nhận và có động lực học tốt hơn)

(Tôi cảm thấy thất vọng nếu không đạt được thành tích cao trong các trò chơi)

(Tôi nghĩ bảng xếp hạng trong games thúc đẩy sự cạnh tranh của tôi trong lớp học hơn)

(Việc dùng games trong các lớp học giúp tôi đặt mục tiêu cao hơn để đạt được thành công)

(Việc học Tiếng Anh qua games có thể làm tăng tính cạnh tranh trong lớp học)

(Cơ chế đếm ngược thời gian trong games giúp tôi luyện tập phản xạ trả lời nhanh hơn)

(Học qua games khuyến khích tôi chủ động hơn để đạt kết quả tốt trong bài học)

Internet connection problems in English class prevented me from participating in games

(Các vấn đề về kết nối internet trong lớp học

Tiếng Anh cản trở tôi tham gia các trò chơi)

(Việc sử dụng games trong các lớp học đông học sinh có thể khuyến khích sự hỗ trợ và tương tác lẫn nhau)

(Quà tặng từ cô giáo khiến tôi hứng thú tham gia các trò chơi trong giờ học

(Điểm số thưởng từ giáo viên khiến tôi hứng thú tham gia vào lớp Tiếng

Tiêu đề	Gamification to Promote Motivation in ATC Classes
Tác giả	Do Thi Minh Anh
Người hướng dẫn	Dr. Nguyen Ngoc Nga
Trường học	Banking Academy
Chuyên ngành	Foreign Languages
Thể loại	Graduation Thesis
Năm xuất bản	2024
Thành phố	Hanoi

Định dạng
Số trang	83
Dung lượng	1,76 MB