A Systematic Review of Gamification and Its Assessment in EFL Teaching
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F23%3A50020521" target="_blank" >RIV/62690094:18440/23:50020521 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/62690094:18470/23:50020521 RIV/61989592:15260/23:73622170
Výsledek na webu
<a href="https://www.igi-global.com/gateway/article/full-text-html/322394" target="_blank" >https://www.igi-global.com/gateway/article/full-text-html/322394</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.4018/IJCALLT.322394" target="_blank" >10.4018/IJCALLT.322394</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
A Systematic Review of Gamification and Its Assessment in EFL Teaching
Popis výsledku v původním jazyce
The aim of this study is to examine the satisfaction of EFL teachers with gamification platforms as well as to investigate how EFL teachers perceive gamification and its effects on pupils' motivation and learning outcomes. Five major databases (ERIC, Scopus, WoS, EBSCO, ProQuest) and Google Scholar were used to search for relevant studies. The study followed the PRISMA guidelines and the PICO framework. Inter-rater reliability analyses were performed for both study selection and study quality assessment. Eleven relevant quantitative or mixed studies were identified. The findings indicate that EFL teachers perceived a positive effect of gamification on pupils' motivation and are satisfied with the applicability of gamification platforms. The findings revealed that internet and technology issues and a lack of teachers' skills are the most prominent negative factors when implementing gamification. Further experimental research is needed to provide evidence of the EFL teacher-perceived effectiveness of gamification on learning outcomes.
Název v anglickém jazyce
A Systematic Review of Gamification and Its Assessment in EFL Teaching
Popis výsledku anglicky
The aim of this study is to examine the satisfaction of EFL teachers with gamification platforms as well as to investigate how EFL teachers perceive gamification and its effects on pupils' motivation and learning outcomes. Five major databases (ERIC, Scopus, WoS, EBSCO, ProQuest) and Google Scholar were used to search for relevant studies. The study followed the PRISMA guidelines and the PICO framework. Inter-rater reliability analyses were performed for both study selection and study quality assessment. Eleven relevant quantitative or mixed studies were identified. The findings indicate that EFL teachers perceived a positive effect of gamification on pupils' motivation and are satisfied with the applicability of gamification platforms. The findings revealed that internet and technology issues and a lack of teachers' skills are the most prominent negative factors when implementing gamification. Further experimental research is needed to provide evidence of the EFL teacher-perceived effectiveness of gamification on learning outcomes.
Klasifikace
Druh
J<sub>SC</sub> - Článek v periodiku v databázi SCOPUS
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2023
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
International Journal of Computer-Assisted Language Learning and Teaching
ISSN
2155-7098
e-ISSN
2155-7101
Svazek periodika
13
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
21
Strana od-do
"Article Number: 322394"
Kód UT WoS článku
001023776900001
EID výsledku v databázi Scopus
2-s2.0-85159278224