The Effect of Gamified Program Strategy on the Learners’ Motivation

Mehdi Ghasemi, Sakine Jafari, Sirous Izadpanah


This study was an attempt to shed light on the Impacts of Gamified Program Strategy on Learner Motivational Learning Customs. The data for the present research were collected from a questionnaire whose validity had been tested. Then, the data were analyzed in version 19 SPSS applying appropriate statistical tests and according to the research hypotheses. The participants of the study were 50 female accounting students studying at the third semester in Alzahra University of Tehran, Iran. They were selected based on the results of a Nelson language proficiency test. Based on the results of the Nelson language proficiency test (Version 300), the learners whose scores lied in the range of the mean ± standard deviation of scores were selected for the main study. Then, they were randomly divided into two control and experimental groups with equal number of participants (i.e. 25 in each group). Based on this research’s procedure, the library method and the questionnaire tool designed by researcher were chosen. The main text used for both experimental group and the control group was in a book by the name of "English for the Students of Accounting". To investigate the effects of Gamified Program Strategy on Learner Motivational Learning Customs, the game Connect Four was used as a tool for teaching English in the experimental group. At the end of the study, the data obtained from the questionnaire designed by the researcher, and then, distributed among the students is used. Statistical T-test was used to analyze the research data. The results suggested that there was a significant difference among the training types of the gamification programs in the control and experimental groups in motivation.


Gamified Program Strategy, Motivation

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