Using Gamification to Facilitate Students’ Self-Regulation in E-Learning: A Case Study on Students’ L2 English Learning

Xiuhan Li, Qi Xia, Samuel Kai Wah Chu and Yuqin Yang
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Xiuhan Li: Hubei Research Center for Educational Informationization, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
Qi Xia: Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong 999077, China
Samuel Kai Wah Chu: Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong 999077, China
Yuqin Yang: Hubei Research Center for Educational Informationization, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China

Sustainability, 2022, vol. 14, issue 12, 1-16

Abstract: E-learning has been an important learning approach in the information era by providing flexible environments and rich resources for learners. However, it also faces several challenges, the biggest one being that students need to have strong self-regulation competence to control and manage their e-learning. As gamification has been widely used in primary education to facilitate children’s learning motivation and engagement, it is valuable to explore the impacts of gamification on children’s self-regulated learning. In this study, the role of gamification in children’s English learning in Hong Kong was investigated through a gamified e-learning system. A quasi-experiment with pre-test/post-test design was conducted among primary level 3 students over a semester. Both quantitative and qualitative data were gathered through academic tests, questionnaires, and interviews to provide comprehensive insights into the research questions. The key findings enable the identification of: (1) students’ gaining of self-regulated learning interest and academic performance from the gamified learning system; (2) students’ developed self-regulated learning strategies; and (3) the connection between gamification and students’ self-regulated learning. These findings have implications for e-learning designers and educators with regards to the practice of gamified learning to enhance students’ self-regulated learning and second language learning.

Keywords: gamification; gamified e-learning; L2 English learning; self-regulated learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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