Keywords
How to Cite
Abstract
This conference thesis examines the role of gamification in increasing motivation among Uzbek learners in English as a foreign language (EFL) classrooms. Maintaining learners’ engagement and motivation remains one of the major challenges in language teaching. The study explores how game-based elements such as points, badges, competitions, quizzes, and rewards can create an interactive learning environment and encourage active participation. It also discusses the impact of gamification on learners’ motivation, classroom engagement, and language acquisition. The thesis highlights practical strategies for integrating gamified activities into English language teaching to improve learning outcomes.
References
1. Alhammad, M. M., & Moreno, A. M. (2018). Gamification in software engineering education: A systematic mapping. Journal of Systems and Software, 141, 131–150.
2. Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: A literature review. Proceedings of the European Conference on Games-Based Learning, 50–57.
3. 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, 9–15.
4. 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. 380–392.
5. Fadzillah, N. A., et al. (2023). The impact of gamification on learner engagement and satisfaction in digital learning environments. 4121–4140.
6. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. 3025–3034.
7. Ibáñez, M. B., Di-Serio, Á., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities. 291–301.