Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory

Abstract

Despite the burgeoning interest in gamification, empirical evidence on its impact on critical factors such as academic motivation, self-efficacy, achievement emotions (AEs), and vocabulary learning remains sparse. This study addressed this gap by examining how a game-enhanced learning (GEL) environment influenced these variables compared to traditional instructional methods, utilizing Activity Theory as the conceptual framework. A total of 361 students, encompassing both genders, participated in a quasi-experimental design. The participants were selected using stratified random sampling to ensure a representative sample across different academic levels and backgrounds. The study involved two groups: one engaged with traditional instructional methods and the other with a gamified learning setting. Quantitative data were collected through validated pretests and posttests measuring academic motivation, self-efficacy, AEs, and vocabulary acquisition. The results revealed that students in the GEL environment exhibited significantly higher levels of academic motivation and self-efficacy compared to their peers in the traditional setting. Furthermore, the gamified learning participants outperformed their traditional counterparts on the posttests of vocabulary and AEs. The study’s implications for teachers and curriculum developers are significant, suggesting that integrating game elements into language instruction can bolster motivation, self-efficacy, and overall learning success.