How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning
In recent years, the integration of gamification and ludicization into foreign language learning has gained increasing attention for its potential to enhance learner engagement and facilitate more effective learning outcomes. This study investigated the comparative effects of gamification and ludici...
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| Language: | English |
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Elsevier
2025-05-01
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| Series: | Computers in Human Behavior Reports |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2451958825000661 |
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| author | Ehsan Namaziandost Fidel Çakmak Parisa Ashkani |
| author_facet | Ehsan Namaziandost Fidel Çakmak Parisa Ashkani |
| author_sort | Ehsan Namaziandost |
| collection | DOAJ |
| description | In recent years, the integration of gamification and ludicization into foreign language learning has gained increasing attention for its potential to enhance learner engagement and facilitate more effective learning outcomes. This study investigated the comparative effects of gamification and ludicization on ambiguity tolerance (AT), learning adaptability (LA), self-management, and learning outcomes (LOs) among foreign language learners in Turkey. A total of 256 students were assigned to one of three groups: the gamification group, the ludicization group, and the control group. Using a mixed-methods approach, quantitative data were collected via surveys assessing AT, LA, self-management, and LOs across the three groups. Qualitative data were gathered through semi-structured interviews to gain deeper insights into participants' perceptions of the effectiveness of gamification and ludicization in fostering the constructs under investigation in the study. Results indicated that both experimental groups outperformed the control groups in terms of gaining in AT, LA, self-management, and LOs on the post-tests. The qualitative data revealed that the participants both experimental groups expressed positive attitudes toward the effectiveness of the gamification and ludicization in promoting their AT, LA, self-management, and LOs. These findings provide valuable insights for educators and instructional designers, highlighting that integrating gamified elements and ludic learning methods into foreign language learning can foster critical learner attributes and improve academic performance. Through such integration, the study recommends customizing these strategies to align with learners' specific needs, thereby optimizing engagement and adaptability in language learning. |
| format | Article |
| id | doaj-art-d6beceac9d334761be3de774cbcbb514 |
| institution | DOAJ |
| issn | 2451-9588 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers in Human Behavior Reports |
| spelling | doaj-art-d6beceac9d334761be3de774cbcbb5142025-08-20T03:22:04ZengElsevierComputers in Human Behavior Reports2451-95882025-05-011810065110.1016/j.chbr.2025.100651How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learningEhsan Namaziandost0Fidel Çakmak1Parisa Ashkani2PhD in Applied Linguistics (TEFL), Department of English, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran; Corresponding author.Associate Professor, Department of Foreign Language Education, Alanya Alaaddin Keykubat University, Antalya, TurkeyAssistant Professor, English Language and Literature Department, Lorestan University, Lorestan, IranIn recent years, the integration of gamification and ludicization into foreign language learning has gained increasing attention for its potential to enhance learner engagement and facilitate more effective learning outcomes. This study investigated the comparative effects of gamification and ludicization on ambiguity tolerance (AT), learning adaptability (LA), self-management, and learning outcomes (LOs) among foreign language learners in Turkey. A total of 256 students were assigned to one of three groups: the gamification group, the ludicization group, and the control group. Using a mixed-methods approach, quantitative data were collected via surveys assessing AT, LA, self-management, and LOs across the three groups. Qualitative data were gathered through semi-structured interviews to gain deeper insights into participants' perceptions of the effectiveness of gamification and ludicization in fostering the constructs under investigation in the study. Results indicated that both experimental groups outperformed the control groups in terms of gaining in AT, LA, self-management, and LOs on the post-tests. The qualitative data revealed that the participants both experimental groups expressed positive attitudes toward the effectiveness of the gamification and ludicization in promoting their AT, LA, self-management, and LOs. These findings provide valuable insights for educators and instructional designers, highlighting that integrating gamified elements and ludic learning methods into foreign language learning can foster critical learner attributes and improve academic performance. Through such integration, the study recommends customizing these strategies to align with learners' specific needs, thereby optimizing engagement and adaptability in language learning.http://www.sciencedirect.com/science/article/pii/S2451958825000661GamificationLudicizationAmbiguity toleranceLearning adaptabilitySelf-managementLearning outcomes |
| spellingShingle | Ehsan Namaziandost Fidel Çakmak Parisa Ashkani How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning Computers in Human Behavior Reports Gamification Ludicization Ambiguity tolerance Learning adaptability Self-management Learning outcomes |
| title | How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning |
| title_full | How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning |
| title_fullStr | How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning |
| title_full_unstemmed | How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning |
| title_short | How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning |
| title_sort | how do you feel unmasking ambiguity tolerance learning adaptability self management and learning outcomes in gamification vs ludicization in foreign language learning |
| topic | Gamification Ludicization Ambiguity tolerance Learning adaptability Self-management Learning outcomes |
| url | http://www.sciencedirect.com/science/article/pii/S2451958825000661 |
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