The Integration of Gamification to English Learning Activities

This study explored the effectiveness of integrating gamified learning activities in English subject using the gamified learning platforms Kahoot, Wordwall, and Quizizz. The study used a quasi-experimental design where 16 Grade 9 students of Panaosawon Integrated School were purposively selected and distributed into experimental and control groups. The experimental group was exposed to the gamification method, while the control group was taught using the conventional way. Furthermore, a qualitative research design was employed through an interview and focused group discussion with the respondents in the experimental group to note the learners’ views on the use of gamification. The pretests and posttests mean scores and T-test results revealed statistically a considerable difference in achievement of the experimental group over the controlled group, thus, favoring the experimental group. The data from student interviews and focused group discussion revealed that despite the challenges experienced by the respondents, such as technological issues, distracted learning focus, and less interaction between classmates and teacher, the students’ perception of integrating gamification as a teaching method was fun, enjoyable, innovative and accessible, and it helped them develop their ICT skills and academic performance towards the English subject. Moreover, pedagogical insights and implications are provided for English teachers and researchers in light of these findings.

gamification, distance learning, learning device

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