Exploring Students’ Engagement and Learning Outcomes through Gamified Language Education (English) in NCE Programs of Selected Colleges of Education in the North Western Zone of Nigeria

Oladimeji H. Tosin, Balogun Sarah, Muhammad Lawal

Abstract


This research investigates the impact of gamified language education on student engagement and learning outcomes within the National Certificate in Education (NCE) English programs in selected colleges of education in the Northwestern Zone of Nigeria. The study explores how integrating game-like elements—such as points, badges, leaderboards, and challenges—into English language instruction influences student participation, motivation, and academic performance. A mixed-method research design was employed, incorporating both quantitative and qualitative approaches. Data were collected through questionnaires administered to 300 NCE students and oral interviews conducted with 10 English language teachers. Quantitative data were analyzed using descriptive statistics and chi-square tests, while thematic analysis was applied to the qualitative data. Results from the quantitative analysis showed a significant positive relationship between gamification and increased student engagement, with students reporting higher motivation and participation in gamified learning environments compared to traditional classroom settings. The qualitative findings further revealed that teachers observed improvements in students’ critical thinking, collaboration, and overall enthusiasm for learning. However, they also highlighted challenges such as insufficient resources and the need for teacher training in gamified instructional strategies. The study concludes that gamification has a positive impact on both student engagement and learning outcomes, making it a valuable pedagogical tool in NCE English programs. Recommendations include enhancing teacher training, improving infrastructure, and revising the curriculum to incorporate gamified learning methods. These findings have important implications for the future of language education in Nigeria, suggesting that innovative approaches like gamification can help address the persistent challenges of low engagement and poor academic performance in language acquisition.


Full Text:

PDF

References


Adegbile, J. A. (2015). Educational challenges in Nigeria: The way forward. Journal of Educational Foundations, 6(1), 45-57.

Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game-based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132-136.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15. https://doi.org/10.1145/2181037.2181040

De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.

Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. 47th Hawaii International Conference on System Sciences, 3025-3034.

Loewen, S., Isbell, D. R., & Spino, L. A. (2019). The effectiveness of second language interaction for learning: A meta-analysis. Language Learning, 69(3), 589-626.

Obi, B. A. (2017). The effect of teacher-centered instructional strategies on the learning outcomes of students in Nigerian secondary schools. Journal of Education and Practice, 8(10), 51-60.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31.

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326.


Refbacks

  • There are currently no refbacks.