Original scientific paper
https://doi.org/10.47960/2303-7431.20.22.2025.50
GAMIFICATION IN HIGHER EDUCATION: STUDENT PERSPECTIVES ON LEARNING ENGLISH FOR SPECIFIC PURPOSES
Iva Grubješić
orcid.org/0009-0008-0071-2223
; University North, Department for Logistics and Sustainable Mobilty
*
* Corresponding author.
Abstract
Gamification, or the application of game elements in non-game contexts, is increasingly used in higher education with the aim of enhancing student motivation and engagement. Moodle is currently one of the most widely used open-source learning management systems, facilitating the delivery of course content, communication, and student progress tracking, while also enabling the integration of gamification into the teaching process. This study analyzes the impact of gamification on learning English for Specific Purposes (ESP) through the use of Moodle and its integrated plugin Level Up, which tracks student progress via a points-based leaderboard and awards them for advancing through predefined levels. The research involved 48 undergraduate students. Upon the completion of the course, ten highest-ranked students were selected to participate in a focus group, during which a semi-structured interview was conducted to gain in-depth insights into their perceptions of implementing gamification in the teaching process. The results of the qualitative analysis focus on understanding students’ experiences and perceptions, as well as the potential benefits and challenges of gamification in the process of learning ESP. The research findings may assist teachers in more effective designing ESP courses and may further serve as a foundation for future studies on the broader application of gamification in higher education.
Keywords
gamification; blended learning; Self-Determination Theory; Moodle; English for Specific Purposes
Hrčak ID:
333716
URI
Publication date:
15.7.2025.
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