Blended Gamification in Promoting English Language Learning Engagement for Elementary Students
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Abstract
Learning engagement to promote positive perceptions from a very young age can benefit English language learning. This study aims to 1) develop blended gamification teaching and learning for young elementary students 2) investigate the learning engagement during the use of blended gamification; and 3) study the learning satisfaction of the students after using blended gamification. The participants were 12 elementary students from grades 2–5, whose data were collected via intact classes. There were two research instruments being used: 1) the Student Engagement Observation Checklist (SEOC) and 2) the satisfaction survey. The results showed that the development of blended gamification innovation requires three components: online materials or platforms, onsite materials, and procedures. The aspects of initiative and effort underlying student engagement were considerably high, especially for grades 5 and 3, respectively while disruptive and inattentive behaviours were perceived as very low. This can be due to the increased enjoyment, excitement, and involvement with blended gamification activities, which made students desire to win, to know, to satisfy, and to think. Further research should focus more on developing the blended gamification platforms than Kahoot, Quizizz, or Padlet, and teachers should be aware of lesson adjustment or adaptation in an actual classroom when designing future blended gamification activities to best fit with the students’ level and technological literacy skills.
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