The analysis of cross-applicational effectiveness of gamification in English teaching

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F25%3A50021682" target="_blank" >RIV/62690094:18440/25:50021682 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/62690094:18470/25:50021682 RIV/61989592:15260/25:73634277

Výsledek na webu

<a href="https://www.inderscienceonline.com/doi/pdf/10.1504/IJIL.2025.148244" target="_blank" >https://www.inderscienceonline.com/doi/pdf/10.1504/IJIL.2025.148244</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1504/IJIL.2025.148244" target="_blank" >10.1504/IJIL.2025.148244</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The analysis of cross-applicational effectiveness of gamification in English teaching

Popis výsledku v původním jazyce

Over the last decade, gamification applications have successfully permeated the English language learning framework with promising results. However, there is still a notable scarcity of quality research on gamified English teaching. Specifically, how English teachers perceive individual gamification applications and how their perceptions differ. The objective is to compare English teachers&apos; perceptions of gamification applications and explore their perceived differential impact on learners&apos; motivation, language learning outcomes, GPAs, and applicability. A sample of 615 Czech English teachers was used to conduct a series of Kruskal-Wallis and subsequent post-hoc tests to examine the differences between four gamification applications (Kahoot!, Quizizz, Quizlet, and Wordwall). The analysis found no statistically significant difference between the applications in how they impact learners’ motivation, language learning outcomes, and GPAs, but statistically significant differences have been found between Quizizz, Kahoot!, and Quizlet in how they are applicable to English teaching.

Název v anglickém jazyce

The analysis of cross-applicational effectiveness of gamification in English teaching

Popis výsledku anglicky

Over the last decade, gamification applications have successfully permeated the English language learning framework with promising results. However, there is still a notable scarcity of quality research on gamified English teaching. Specifically, how English teachers perceive individual gamification applications and how their perceptions differ. The objective is to compare English teachers&apos; perceptions of gamification applications and explore their perceived differential impact on learners&apos; motivation, language learning outcomes, GPAs, and applicability. A sample of 615 Czech English teachers was used to conduct a series of Kruskal-Wallis and subsequent post-hoc tests to examine the differences between four gamification applications (Kahoot!, Quizizz, Quizlet, and Wordwall). The analysis found no statistically significant difference between the applications in how they impact learners’ motivation, language learning outcomes, and GPAs, but statistically significant differences have been found between Quizizz, Kahoot!, and Quizlet in how they are applicable to English teaching.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International journal of innovation and learning

ISSN

1471-8197

e-ISSN

1741-8089

Svazek periodika

38

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

21

Strana od-do

158-178

Kód UT WoS článku

001561923600004

EID výsledku v databázi Scopus

2-s2.0-105015060816