This research delves into the potential impacts of gamification on the motivation and engagement of hospitality management students at a university in southern Thailand. Drawing from the digital learning capabilities of MOODLE, an LMS platform widely utilized across the university, the study introduced game elements—points, levels, leaderboards, badges, and rewards—within an Online TOEIC preparation course. The course, characterized by video tutorials emphasizing test-taking techniques and practice tests, was offered to a selective group of students through convenient sampling. Despite the relevance of the TOEIC preparation course to the academic journey of the invitees, only a small percentage engaged. The findings suggest that inherent self-determination plays a pivotal role in student motivation; those intrinsically driven remained motivated regardless of game features. Yet, the introduction of gamification revealed a slight enhancement in motivation, predominantly influenced by the aesthetic appeal of the game design. Nonetheless, constraints in the design capabilities of MOODLE and the applied game elements curtailed the full potential of gamification. The results of this study were inconclusive, underscoring the need for broader engagement. Future endeavors should aim to introduce the gamified course to a more expansive audience, further exploring the multifaceted impacts of gamification within an educational context.

Authors:
Colin Gallagher, Prince of Songkla University, Thailand
Veronica Aguilos, Prince of Songkla University, Thailand

---

Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Post with LinkedIn

Powered by WP LinkPress

Share this Presentation

Share this...

Facebook

Pinterest

Twitter

Linkedin

Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

All Posts