{"id":79818,"date":"2022-06-23T17:09:37","date_gmt":"2022-06-23T14:09:37","guid":{"rendered":"https:\/\/azbuki.bg\/?p=79818"},"modified":"2025-07-11T14:49:51","modified_gmt":"2025-07-11T11:49:51","slug":"gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes","status":"publish","type":"post","link":"https:\/\/bel.azbuki.bg\/en\/uncategorized\/gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes\/","title":{"rendered":"Gamification in Language Teaching at The University Level: Learner Profiles and Attitudes"},"content":{"rendered":"<p><strong>Denitza A. Charkova<\/strong><br \/>\n<em>University of Plovdiv \u201cPaisii Hilendarski\u02ee (Bulgaria)<\/em><\/p>\n<p><a href=\"https:\/\/doi.org\/10.53656\/for22.307gami\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.53656\/for22.307gami<\/a><\/p>\n<p><strong>Abstract.<\/strong> In instructional settings, the term gamification refers to the use of game-based elements to increase learner motivation and involvement. This study aimed to get insight into how adult learners of English perceive gamified activities incorporated into their English language course, and whether player types as defined by Bartle (1996) &#8211; explorers, achievers, socializers, and killers \u2013 affect student attitudes to specific gamification elements (rules, time limit, challenges, leaderboard, awards, bonuses, and badges). The results showed a high level of student support (97%) for gamified language instruction. A significant difference was observed between player types regarding their attitudes to certain gamification elements and player types. Challenges were highly rated by the explorers (p = 0.006); leaderboards by the killers (p = 0.049), and time limit by the achievers (p = 0.009). The conclusion is that player types and preferences should be surveyed and considered when designing gamified learning activities.<br \/>\n<em>Keywords:<\/em> gamification; gamification elements; player types; English language teaching; learner attitudes<\/p>\n<a href=\"https:\/\/bel.azbuki.bg\/en\/member-login\/\">Log in to read the full text<\/a>","protected":false},"excerpt":{"rendered":"<p>Denitza A. Charkova University of Plovdiv \u201cPaisii Hilendarski\u02ee (Bulgaria) https:\/\/doi.org\/10.53656\/for22.307gami Abstract. In instructional settings, the term gamification refers to the use of game-based elements to increase learner motivation and involvement. This study aimed to get insight into how adult learners of English perceive gamified activities incorporated into their English language course, and whether player types [&hellip;]<\/p>","protected":false},"author":124332423426818,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"subtitle":"","format":"standard","video":"","gallery":"","source_name":"","source_url":"","via_name":"","via_url":"","override_template":"0","override":[{"single_blog_custom":"","parallax":"0","fullscreen":"0","sidebar":"","second_sidebar":"","sticky_sidebar":"0","share_position":"","share_float_style":"","show_share_counter":"0","show_view_counter":"0","show_featured":"0","show_post_meta":"0","show_post_author":"0","show_post_author_image":"0","show_post_date":"0","post_date_format":"","post_date_format_custom":"","show_post_category":"0","show_post_reading_time":"0","post_reading_time_wpm":"","show_post_tag":"0","show_prev_next_post":"0","show_popup_post":"0","number_popup_post":"1","show_author_box":"0","show_post_related":"0","show_inline_post_related":"0"}],"override_image_size":"0","image_override":[{"single_post_thumbnail_size":"","single_post_gallery_size":""}],"trending_post":"0","trending_post_position":"","trending_post_label":""},"jnews_primary_category":{"id":""}},"categories":[1],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Gamification in Language Teaching at The University Level: Learner Profiles and Attitudes - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/science.azbuki.bg\/en\/uncategorized\/gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Gamification in Language Teaching at The University Level: Learner Profiles and Attitudes - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"Denitza A. Charkova University of Plovdiv \u201cPaisii Hilendarski\u02ee (Bulgaria) https:\/\/doi.org\/10.53656\/for22.307gami Abstract. In instructional settings, the term gamification refers to the use of game-based elements to increase learner motivation and involvement. This study aimed to get insight into how adult learners of English perceive gamified activities incorporated into their English language course, and whether player types [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/science.azbuki.bg\/en\/uncategorized\/gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes\/\" \/>\n<meta property=\"og:site_name\" content=\"\u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/Azbuki55\/\" \/>\n<meta property=\"article:published_time\" content=\"2022-06-23T14:09:37+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-07-11T11:49:51+00:00\" \/>\n<meta name=\"author\" content=\"v.genkov@azbuki.bg\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"v.genkov@azbuki.bg\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"1 minute\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/science.azbuki.bg\/en\/uncategorized\/gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/science.azbuki.bg\/en\/uncategorized\/gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes\/\"},\"author\":{\"name\":\"v.genkov@azbuki.bg\",\"@id\":\"https:\/\/azbuki.bg\/en\/#\/schema\/person\/92cc38d6a11fb032bf6299efd22a71c5\"},\"headline\":\"Gamification in Language Teaching at The University Level: Learner Profiles and Attitudes\",\"datePublished\":\"2022-06-23T14:09:37+00:00\",\"dateModified\":\"2025-07-11T11:49:51+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/science.azbuki.bg\/en\/uncategorized\/gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes\/\"},\"wordCount\":205,\"publisher\":{\"@id\":\"https:\/\/azbuki.bg\/en\/#organization\"},\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/science.azbuki.bg\/en\/uncategorized\/gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes\/\",\"url\":\"https:\/\/science.azbuki.bg\/en\/uncategorized\/gamification-in-language-teaching-at-the-university-level-learner-profiles-and-attitudes\/\",\"name\":\"Gamification in Language Teaching at The University Level: Learner Profiles and Attitudes - 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Charkova University of Plovdiv \u201cPaisii Hilendarski\u02ee (Bulgaria) https:\/\/doi.org\/10.53656\/for22.307gami Abstract. In instructional settings, the term gamification refers to the use of game-based elements to increase learner motivation and involvement. 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