Investigating the Role of Gamification in Enhancing Language Learning Among Elementary School Students

Muaricoela Topushipambao

doi:10.47667/ijphr.v3i2.227

Auteurs-es

Muaricoela Topushipambao University Divina Gloria Butembo, Congo

DOI :

https://doi.org/10.47667/ijphr.v3i2.227

Mots-clés :

gamification, language learning, elementary school

Résumé

The use of gamification to improve language learning results for primary school kids is investigated in this study. We quantitatively assess the effects of gamification on linguistic competence, motivation, engagement, and potential confounding variables using a mixed-methods approach. Language proficiency scores significantly increased between the pre- and post-testing phases, on average by 6.25 points, demonstrating the value of gamification in accelerating language learning. Gamification has the ability to increase intrinsic motivation and engagement, as evidenced by its high mean motivation scores (4.25), and engagement scores (4.12). The results of the correlation study revealed a moderate link between "Socioeconomic Status" and post-test results (r = 0.28, p 0.05), suggesting the possible impact of socioeconomic background on academic results. This is consistent with studies by Sirin (2005) that highlights socioeconomic status as a factor of academic achievement. The findings highlight gamification's potential to transform educational environments, promote linguistic proficiency, and close educational gaps, highlighting the need for thorough implementation methodologies.

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