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

Volume 7 Issue 4
Ayşenur Çınar Yavuz Erişen Mine Çeliköz
Pages: 280-291 Download Count : 733 View Count: 905 DOI Number 10.24331/ijere.1140960 Facebook Share on Google+ Save to Zotero Save to Mendeley


In this study, the embedded design mixed method in which qualitative and quantitative data were applied together and was aimed 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 consisted of 44 students, and the experiment group was 47. A pre-test via an online testing tool adapted from a norm-referenced/academic achievement test designed by the Ministry of National Education (MoNE) to examine the students' background knowledge level related to the topic chosen. In this study. 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 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. According to the data obtained from the interviews, the students were satisfied with the course activities. Moreover, students stated that other lessons should be conducted with interactive applications in addition to English lessons.


  • Distance education
  • gamification
  • LMS
  • ELT.
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