Gamified Learning Platforms and Student Engagement: A Classroom-Based Study in Secondary Education
DOI:
https://doi.org/10.63011/ybtm3n27Keywords:
classroom engagement, gamified learning, secondary education, student motivationAbstract
Despite the growing incorporation of gamified learning platforms in secondary education, empirical evidence remains fragmented regarding how such platforms shape multidimensional student engagement, particularly within classroom-based English instruction in developing educational contexts. Existing studies often privilege short-term motivational gains while underexamining cognitive, behavioral, and affective engagement trade-offs and the mediating role of instructional design. Addressing this gap, the present study investigates how gamified learning platforms influence student engagement in secondary English classrooms. Employing a sequential explanatory mixed-methods design, the study was conducted at three public secondary schools in East Java, Indonesia, involving 118 Grade 9 students and four English subject teachers. Quantitative data were obtained through pre- and post-engagement surveys adapted from validated engagement scales, while qualitative data were collected through semi-structured interviews with 12 purposively selected students and all participating teachers to contextualize the survey findings. The results indicate that gamified platforms were associated with notable shifts in students’ behavioral participation and affective involvement during classroom activities, alongside increased peer interaction and task persistence. However, the findings also reveal uneven impacts on cognitive engagement, with some students demonstrating surface-level participation driven by reward structures rather than deeper learning investment. Teachers’ perspectives further highlight tensions between instructional efficiency, curriculum alignment, and the sustainability of gamified practices. Overall, the study underscores the pedagogical potential of gamified learning while emphasizing the need for careful integration to balance engagement dimensions and learning depth.
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