Online Gamification Learning During The COVID-19 Pandemic

Abstract

The unexpected COVID-19 outbreak in 2019 pushed most schools to switch to online teaching styles, and students had to adapt to online learning at home. Using case analysis and literature review, this study is committed to sorting out and studying theoretical studies and case studies of gamified online learning in COVID-19 time. This study will trace the meaning of gamification and analyzes related literature and closely related theories such as Motivation Theory, Serious Games and Flow Theory, which have some internal correlation to gamification. English studies are taken as case studies to inspect the effects of online gamification learning during the worldwide COVID-19 pandemic. This study concludes that gamification learning, although has some shortcomings in class, can not only effectively promote students' classroom engagement and desire to learn behaviors, improve students' learning motivation and classroom interaction, but also shorten the social distance between teachers and students and alleviate people's depression and other bad mental emotions.