Exploring The Impact of Gamification Strategies on Student Motivation and Achievement in China’s Primary School English Classes
Journal Title: International Journal of Social Science And Human Research - Year 2024, Vol 7, Issue 09
Abstract
This study explored the effects of gamification strategies, particularly the use of Duolingo, on student motivation and achievement in Primary School English (PSE) classes in China. With technology advancing rapidly, educational tools like Duolingo have gained traction for their potential to enhance student engagement and improve learning outcomes. Gamification, which applies game-like elements to educational contexts, has been recognized for its ability to foster intrinsic motivation, active participation, and increased knowledge retention. Given the challenges faced by traditional English instruction methods in maintaining student interest, integrating gamification presents a promising approach to address these concerns, especially in the context of China's educational reform efforts aimed at improving language proficiency from an early age. The purpose of this study is to assess the impact of Duolingo-based gamification on fifth-grade students' motivation and English proficiency. The research employed a quantitative approach, using pre-test/post-test assessments and surveys to collect data. A total of 40 fifth-grade students from a primary school in Shandong, China, participated in this month-long study. The pre-test assessed baseline English proficiency, while the post-test measured any improvements following the intervention. The survey evaluated students' perceptions of gamification, particularly its influence on motivation and engagement. Results indicated a notable improvement in students’ English performance, with a significant increase in mean scores from the pre-test to the post-test. Survey responses revealed overwhelmingly positive perceptions, with students reporting increased motivation, a sense of accomplishment, and greater enjoyment in learning. However, challenges such as limited technological access and varying levels of technological literacy were identified as barriers to maximizing the effectiveness of gamification in PSE classrooms. The study concluded that integrating Duolingo-based gamification into PSE classes has the potential to significantly enhance student motivation and achievement. Future research should address long-term effects, broader samples, and comparative studies across different gamification platforms.
Authors and Affiliations
Kou Yanyan
Keywords
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- EP ID EP746934
- DOI 10.47191/ijsshr/v7-i09-70
- Views 5
- Downloads 0
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