Gamification Elements as Incentives for Self-regulated Learning of the English Language at the University Level

Abstract

Practice is a key factor when learning languages and so just a few hours of direct lessons are not enough to achieve the goal. This research aimed at detecting if the introduction of gamification elements in a virtual environment manages to encourage self-regulated learning of the English language in university students. A quasi-experimental, mixed methodology was applied. Dedication time and number of visits to the course were analyzed as well as the degree of satisfaction with the course. The results showed a significant increase in dedication time and number of visits after the introduction of gamification elements and high degree of satisfaction with the course, what allows us to conclude that the introduction of gamification elements does manage to encourage self-regulated learning.