Gamification Influences on Students’ Motivation in the EFL Classroom

The era of technology demands innovative technological teaching tools that have a positive impact on the learning environment. This present study is expected to describe “gamification influence on motivation,” in the EFL classrooms. The investigation was coordinated to use a quantitative approach was used as this allowed to describe, analyze and interpret the benefits that gamification has on motivation so students can learn English in a more dynamic environment. The instrument applied was a survey that was validated by expert judgments and supported by Cronbach’s alpha index with a result of 0.78. The process of data from the validated survey was done with the quantitative approach since it helped with the comparative analysis. Finally, Kolmogorov-Smirnoff test and the One sample for the hypothesis test summary was generated this help determined that the null hypothesis was rejected. The population consisted of 111 students from the Pedagogy of Foreign Language Program at Technical University of Ambato. According to the research carried out, it can be determined that the use of gamification improves students’ motivation. The results in the survey affirm the influence of gamification in the EFL classroom. The most noticeable game elements that students chose in the survey were cooperation and competition with 25% freedom to make mistakes with 22% and lastly progress with 17%. Cooperation and competition allow students to be involved in the classroom. Freedom to make mistakes allow students to improve upon their errors. Progress motivates students to see their development.