Gamification Learning Environment (GLE) for Supporting Self-Regulated Learning in Arabic Vocabulary: A Quasi-Experimental Study.

Abstract

The purpose of this research is to see the effects of Gamification Learning Environment (GLE) developed towards students’ performance, motivation and the Self-Regulated Learning (SRL) strategies used in learning Arabic vocabulary; and the correlations between motivations, SRL strategies and performance. A quasi-experimental design was employed involving 55 secondary school students from one of the districts in Malaysia. Two online learning environments were developed: a gamified version for the experimental group and a non-gamified version for the control group. Pre and post tests were conducted prior and after the students learning in the online environment for three (3) weeks using Arabic vocabulary test and adapted Motivated Self-regulated Learning Questionnaire (MSLQ). The results indicated that although there was no statistically significant overall difference in performance gains between the two groups, students in the gamified group who initially had lower vocabulary scores demonstrated greater improvement compared to their counterparts. In addition, a strong positive correlation was found between post-intervention motivation and SRL strategies in the experimental group (r = .745, p < .001), as well as between changes in motivation and changes in SRL strategies (r = .638, p < .001). However, no significant correlations were observed between motivation or SRL strategies and vocabulary performance in either group. Overall, the findings suggest that while the GLE did not function as a universal performance enhancer, it was particularly effective in supporting lower-performing students and in strengthening the relationship between motivation and self-regulated learning strategies.