{rfName}
A

Indexed in

License and use

Citations

Altmetrics

Analysis of institutional authors

Gutierrez-Colon, MarAuthorRodriguez, Mireia UsartAuthor
Share
Publications
>
Article

A Gamified Learning Environment (Moodle) to Enhance English Language Learning at University Level

Publicated to:International Journal Of Instruction. 17 (4): 483-502 - 2024-10-01 17(4), DOI: 20240125092402

Authors: Boudadi, Nadia Azzouz; Gutierrez-Colon, Mar; Rodriguez, Mireia Usart

Affiliations

Univ Andorra, Res Grp Languages, Sant Julia De Loria, Andorra - Author
Univ Rovira i Virgili, Dept English & German Studies, Tarragona, Spain - Author
Univ Rovira i Virgili, Dept Pedag, Tarragona, Spain - Author
Universitat Rovira i Virgili. Universitat Rovira i Virgili - Author

Abstract

This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students' perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students' mere perceptions.

Keywords
Academic motivationAnxietComputer-assisted language learningForeign language anxietyGame elementsGamificationSecond language acquisitionSpeaking fluencStudents

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal International Journal Of Instruction due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 212/760, thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education & Educational Research. Notably, the journal is positioned en el Cuartil Q4 para la agencia Scopus (SJR) en la categoría Education.

Impact and social visibility

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: http://hdl.handle.net/20.500.11797/imarina9393151
Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: Andorra.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (Usart Rodríguez, Mireia).