چكيده به لاتين
With the emergence of games and professional gamers, researchers and practitioners have tried to use the potential motivational power of games in non-game environments, which has been referred to as gamification. The study investigated the effects of digital and non-digital gamification on EFL students’ learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 44 Iranian EFL students at B1 level at Jahad-Daneshgahi Language Institute. The instruments included a pretest and a posttest of collocation knowledge, the flow questionnaire, three open-ended questions and a semi-structured interview. The results of paired samples t test revealed significant improvement in the collocation knowledge of the three digital, non-digital, and non- gamified classes. The results of ANOVA revealed significant differences in the collocation posttest scores of the digital and non-digital groups compared to that of the non-gamified group. Additionally, both gamified groups were satisfied with using gamification for learning collocations, because they believed the class was highly competitive, encouraging them to collaborate and learn in teams. Both groups also had a positive perception of implementing gamification for learning collocations, because it included competition, teamwork, and a challenging and fun learning environment. The results of both flow questionnaire and the open-ended questions indicated that students of both gamified groups considerably experienced the sense of flow because their skills matched the challenges of the games and they were absorbed in the games. This study recommends EFL teachers to implement gamification in its both types as a great tool to tap into learners’ emotions and engage them in learning English collocations.
