BANKING ACADEMY FACULTY OF FOREIGN LANGUAGES ---------- GRADUATION THESIS A STUDY ON GAMIFICATION TO PROMOTE MOTIVATION IN ATC CLASSES Student: DO THI MINH ANH Class: K23ATCA Academic year: 2020 - 2024 Student ID: 23A7510008 Supervisor: Dr. NGUYEN NGOC NGA Hanoi, May 2024 BANKING ACADEMY FACULTY OF FOREIGN LANGUAGES ---------- GRADUATION THESIS A STUDY ON GAMIFICATION TO PROMOTE MOTIVATION IN ATC CLASSES Student: DO THI MINH ANH Class: K23ATCA Academic year: 2020 - 2024 Student ID: 23A7510008 Supervisor: Dr. NGUYEN NGOC NGA Hanoi, May 2024 ACKNOWLEDGEMENTS Firstly, in order to achieve a successful thesis as one presented today, I would like to send my sincere thanks to my supervisor, Dr. Nguyen Ngoc Nga for her wholehearted dedication and enthusiasm to assist me during the course work.
Furthermore, she provided substantial expertise and genuine advice, oriented the work, offer feedbacks specifically, and enthusiastically shared, ensuring the thesis could be comprehensive in terms of content and format. In addition, I would like to express gratitude to all the lecturers in the Faculty of Foreign Languages for their unwavering commitment teaching and guidance, which has equipped me with useful knowledge, essential soft skills, and a solid educational foundation. Their efforts have facilitated my personal growth and prepared me with a firm foundation for my future path. I also would like to extend my heartfelt appreciation to the advisors and lovely English-majored students for taking their precious time to answer survey questionnaire, which play an extremely important role in the success of this thesis.
Lastly, I would like to thank myself for all of the diligent effort on this thesis. Given time constraints and the limited capacity of the author, the thesis might contain shortcomings. Hence, I would be receptive and appreciative for any constructive feedbacks to improve its quality. i DECLARATION I would like to affirm that the thesis on the topic "A study on gamification to promote motivation in ATC classes” was completed with all my dedication and diligence under the guidance of Dr.
Nguyen Ngoc Nga. The relevant documents and references utilized in this thesis are accurate as shown in the source citations. Hanoi, 5th May, 2024 Signature DO THI MINH ANH ii TABLE OF CONTENTS ACKNOWLEDGEMENTS .ii TABLE OF CONTENTS. iii LIST OF ABBREVIATIONS.
v LISTS OF TABLES. vi LIST OF FIGURES. Objective of the study. Scope of the study.
Significance of the study. Structure of the study. 4 CHAPTER 2 - LITERATURE REVIEW. Definition of gamification.
Game design and non-game contexts. Gamification in second language education. Self-determination theory. Previous research on gamification in promoting motivation in second language classrooms.
19 CHAPTER 3 - RESEARCH METHODS. Data collection procedure. 26 CHAPTER 4 – FINDINGS AND DISCUSSION. Frequency of learning English through gamification:.
Subjects employing gamification. Perception of students toward gamification. Reliability of the Measurement. Effect of gamification on intrinsic motivation of students.
Reliability of the Measurement. Effects of gamification on extrinsic motivation of students. Summary of Findings. Recommendations for further research.
60 iv LIST OF ABBREVIATIONS Abbreviations Interpretation BAV Banking Academy of Viet Nam EFL English as a Foreign Language EM Extrinsic Motivation IM Intrinsic Motivation SDT Self-determination theory SPSS Statistical Package for the Social Sciences v LISTS OF TABLES Table 2: Common game elements and definitions (Flores, 2015) .1: Coded data from the Questionnaire .1: Reliability Statistics of Intrinsic Motivation .2: Interest and Motivation .3: English language learning .4: Reliability Statistics of Extrinsic Motivation .5: Evaluation Mean Score of Extrinsic Motivation. 41 vi LIST OF FIGURES Figure 2: Game elements pyramid from “For the Win” research of Werbach and Hunter (2012).1: Frequency of learning English through gamification .2: Gamification in English subjects .3: Perception of students toward gamification. 30 vii ABSTRACT The swift development of the economy, along with the emergence of digital technology 4.0 have accelerated modifications in educational programs and the learning needs of today's students. Teaching methods are increasingly being modernized by incorporating many technological tools to promote student learning efficiency and motivation.
Motivation plays an important role in lessons as a determinant of the success of lessons. Gamification has been considered a teaching- learning method to promote student learning motivation in the context of an English as a Foreign Language (EFL) classroom. The thesis is to explore the influence of gamification in promoting motivation in language classrooms. This study employs a descriptive quantitative research methodology to present data collected from 112 undergraduate students majoring in the Faculty of Foreign Languages at Banking Academy of Viet Nam.
The survey questionnaire is implemented as the research instrument in the current study. The findings show that most of students have positive attitudes toward learning English through games. Students perceive that employing a gamification approach within the classroom creates interest, and drives them to learn more effectively. Also, incorporating external rewards in this method increases participation and social interaction in the lesson.
Keywords: gamification, students’ motivation, EFL classroom, language education 1 CHAPTER 1 – INTRODUCTION The chapter introduces the background of the study to provide reasons why this study was conducted. Also, the purpose and scope of the research are also presented specifically in this chapter. This chapter also includes the research's significance and the structure of the thesis. Research Problem The era of global integration has resulted in a significant increase in technological development and the process of global integration worldwide.
Many countries worldwide are gradually adapting to keep up with the latest trends by cooperating and communicating to support each other in many domains. The global demand for traveling and expanding social networks with individuals is steadily increasing. Hence, it is essential to learn a second language among people worldwide, especially English. According to Prakash Babu Bodapati (2016), globalization and English act as powerful forces of mutual attraction.
This implies that the increase of global integration leads to a rise in the prominence and importance of English as a foreign language in the new era. English nowadays is a universal language used by the majority of countries around the world as a native language or second language. Learning English, a new language, has never been an easy task for countries where English is not the native language and so does Viet Nam (Akbari, 2015). Language acquisition and by extension, education as a whole highlights the need for teaching innovation as well as curriculum.
The digital technology era 4.0 is dawning, the Gen Z generation is born and exposed to those cutting-edge inventions. Thus, there is a growing demand for educational curricula to integrate technological approaches to enhance the effectiveness and creativity in the teaching process. Additionally, today’s learners’ generation has been exposed to technology such as mobile phones, iPads, tablets, computers, laptops, internet, etc., from an early age. To meet that demand, teachers are encouraged to incorporate digital technology into classroom teaching, creating an effective learning environment, and promoting motivation, classroom interaction, and cognitive levels (Dehghanzadeh, Salimi, Dehghanzadeh, and Azizi, 2016).
In October 2010, gamification emerged as a new innovative trend in promoting 2 learner motivation in the classroom, while promoting engagement (Radoff, 2011). Gamification became increasingly widespread and extensively applied throughout all levels of education, including preschool, elementary school, and high school. This thesis specifically examines English-major students who are enrolled in the Faculty of Foreign Languages at the Banking Academy of Vietnam (BAV). Objective of the study The purpose of the study is to explore the impact of gamification on the motivation of English-majored students in language classes at BAV.
In order to attain this goal, first-year students were requested to value the components of gamification that enhance their motivation in language classes. Research Question This study seeks the answer to the following research question: How does gamification affect the motivation of English-majored students in the language classroom? 1. Scope of the study This is a small-scaled research study, focusing on investigating the influence of gamification in promoting the motivation of English-majored students within the classroom setting. This thesis was conducted among 112 freshmen of the Faculty of Foreign Language at BAV.
Significance of the study The objective of this research is to explore the impact of gamification, specifically on first-year students. In addition, the researcher hopes to advance valuable knowledge about gamification as well as assist teachers and students in different ways: (1) This thesis helps students gain more knowledge of gamification. Also, it aims to make them more active in preparing mentally when learning English, making their learning process more enlivening and motivating, and encouraging a productive learning environment. 3 (2) This thesis assists teachers in understanding the applications and advantages of gamification in the classroom context to promote classroom participation and students' interest in learning.
Furthermore, this thesis provides teachers with useful information for building better lesson plans and delivering effective lessons. Structure of the study This thesis is divided into 6 chapters. The content of each chapter is detailed below: (1) Chapter 1: The introduction chapter identifies the research problem and research questions. The scope of the research, the significance of the study, and the structure of the research are also mentioned.
(2) Chapter 2: The literature review chapter introduce theoretical as well as previous research by other scholars on the same topic of gamification (3) Chapter 3: The research method chapter presents the steps: research design, research question, participants, and research instruments to collect and analyze data. (4) Chapter 4: Findings presentation chapter shows findings about participants as well as from research data analysis and discussion. (5) Chapter 5: Conclusion, Summary of findings, Limitations, Implications and Recommendations for further research were mentioned in this chapter. Chapter summary The introduction commences by presenting background information about the subject, highlighting the importance of English in the era of integration, which has led to the growing demand for integrating technology in language learning.
Subsequently, the chapter introduces the concept of gamification as a potential approach to promote motivation in the context of language acquisition. The research objectives are well defined, with the purpose of exploring the impact of gamification in promoting motivation among language learners. To do this, specific research questions are outlined to guide the study and provide a clear focus for the research “How does gamification affect the motivation of English-majored students in the language classroom?" 4 The scope of the research is a small-scaled study, specifically involving 112 freshmen in the Faculty of Foreign Languages at BAV. Furthermore, the chapter elucidates the significance of the study to both teachers and students.
Ultimately, the chapter divided the structure of the thesis into 5 distinct chapters: introduction, literature review, research methods, findings and discussion, and conclusion. 5 CHAPTER 2 - LITERATURE REVIEW This chapter reviews and discusses in-depth the literature on gamification and student motivation. The first part provides information about gamification. In the second part, definitions, types of motivation and previous reviews of researchers on this issue are also presented.
Definition of gamification In Kapp’s research (2012), she defines gamification as “using game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems” (p. According to Werbach and Hunter (2012), gamification is the use of game elements and game mechanics in non-game contexts, which is based on the success of the game industry, social media, and decades of research on human psychology. “Gamification is the use of game design elements in non-game contexts” (Deterding, 2011, p. In conclusion, gamification is a method of applying game elements and game design in non-game contexts including education.
Although gamification uses elements that can be found in real-life games, it poses a different element that distinguishes it from serious games with interesting and playful, interactive game designs. (Deterding et al. Gamification is different from serious games or game-based learning. Gamification not involving the application of actual games or information technology is the combination of game elements such as points, badges, levels, etc.
found in non-game contexts.