Abstract

 Student engagement in traditional learning environments is in decline resulting in decreased learning results and lack of engagement. Gamification is one option to trigger interest and enhance engagement in learning activities. Aim of this study was to investigate the potential of gamified course design in language learning from students’ perspective. Particularly, we explored students’ experiences of engagement, enjoyability and language learning. Theoretical framework consists of process of interest and engagement, and gamification in language learning. Language learning is understood through socio-cultural and ecological approaches. 
 The research was conducted and data were collected at a 3-credit field-specific English course. The participants (N = 23) were 1st-year healthcare students conducting their studies with a blended learning approach. The used applications were Seppo, Kahoot, Padlet and Quizlet. The data includes students’ learning diaries and a post-course on-line questionnaire. The diaries and the open questions of the questionnaire were analysed according to content analysis method.
 The results suggest that gamified course design and related applications can enhance student engagement, foster language learning, and offer positive learning experiences. However, there are differences between gamified applications. Supporting collaboration and creating positive atmosphere are important in gamified learning process. Implications for teachers are discussed.
Highlights
The results suggest that gamified course design and related applications can enhance student engagement, foster language learning and offer positive learning experiences
Student engagement in traditional learning environments has been in decline, leading to substandard learning results and lack of engagement
The students found that gamification made their learning experiences more fun
Summary
Student engagement in traditional learning environments has been in decline, leading to substandard learning results and lack of engagement. Teachers and educators try to motivate and engage students in learning activities (e.g., Hidi & Harackiewicz, 2000; Kangas, Siklander, Randolph & Ruokamo, 2017). When students are described as disengaged, it signals that educational experiences do not trigger their interest. Triggering interest can enhance students’ learning and increase the joy of learning, fuelling motivation and engagement (Hidi & Renninger, 2006; Roberts & Ousey, 2004; Renninger & Bachrach, 2015; Siklander, Kangas, Ruhalahti & Korva, 2017). Active learning methods promote positive learning experiences and achievement, compared with lectures and other more traditional methods (Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt & Wenderoth, 2014). Successful interaction and collaboration should be emphasised to trigger students positively. Negative learning experiences typically are prominent in less-ideal learning environments, and by improving the learning environment, students are likely to become enthusiastic and engaged with learning activities (Shernoff, Csikszentmihalyi, Schneider & Shernoff, 2003; Freeman et al, 2014) Other reasons for disengagement include boredom, alienation and disconnection from real-life expertise and learning activities (Shernoff et al, 2003)
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