Abstract
This research investigates the effectiveness and impacts of gamification in virtual learning in tertiary classrooms in Hong Kong. The study focuses on the transformation of physical and psychological behaviours of teachers in English across curriculum and university students towards game-based learning and their adaptability; the ease of applicability and popularity of various gaming tools in relation to both the educators and learners’ technological literacy and training received, as well as equipment support offered by educational institutions. The paper also explores the possibility and limitations of gamification in virtual classrooms. This accelerates future course development with corresponding changes towards course redesign and assessment restructuring with a switch to a new form of digital learning experience as the trend. The study thus provides a framework to the application of gamification in other language subjects and contexts in classroom learning across the globe, with reference to the motivational force and interactive learning.
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