Abstract
This study investigated the actual efficiency of ludicization, a game-related pedagogy that integrates game elements with online learning based on ludic metaphorization of educational contexts, by identifying whether it exerts counterproductive effects on learning achievement and intrinsic motivation. This study involved adapted versions of CET-6 (College English Test-6) and Harter's intrinsic motivation scale to assess learning achievement and intrinsic motivation, respectively. ANCOVA revealed that ludicization showed counterproductive effects on posttest scores (N = 36, M = 62.910, SD = .865) compared with the control group (N = 36, M = 63.937, SD = .865). ANOVA suggested that ludicization exerted counterproductive and insignificant effects on intrinsic motivation-related subscales: challenge, curiosity, and independent mastery. The main conclusion was that ludicization would exert insignificant or even counterproductive effects on learning achievement and intrinsic motivation. These findings implied that we should not take positive effects of game-related pedagogies for granted.
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