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Designing a Gamification-Based Virtual Education Model for English Language Teaching
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Elham Soltani Shayan1   , Mehdi Shariatmadari *2 , Fereshteh Kordestani1 , Fatemeh Hamidifar1 |
1- Islamic Azad University
2- Islamic Azad University , dr.shariatmadari@iau.ac.ir |
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Abstract: (236 Views) |
Introduction: With the expansion of virtual education and the challenges facing English language teaching in junior high school, including decreased student motivation and engagement, this study aimed to design a model for integrating gamification into virtual English language education.
Methods: This applied-developmental study employed a qualitative data collection approach within the grounded theory framework, following the systematic model of Strauss and Corbin (1998). Data were gathered through in-depth semi-structured interviews with 15 experts in English language teaching, educational technology, and experienced educators. Participants were selected via purposive sampling, and data collection continued until theoretical saturation was achieved. Data were analyzed using MAXQDA software and a three-stage coding process (open, axial, and selective).
Findings: Analysis of the interviews yielded 577 initial codes, which were organized into 137 open codes and 26 subcategories. The final model of the study was designed around six main dimensions: Causal Conditions: Addressing the needs of the new generation, macro-educational policies, students' motivational status, and specific characteristics of junior high school. Core Phenomenon: Interactive and motivational English language learning in a gamified virtual environment. Strategies: Purposeful instructional design, teacher empowerment, intelligent reward systems, effective feedback, and technical support. Context: Technical infrastructure, educational culture, and institutional support. Intervening Factors: Cultural barriers, technical limitations, educational challenges, and Outcomes: Cognitive, emotional, linguistic, social, and systemic achievements.
Conclusion: The designed model provides a comprehensive and native framework for effectively implementing gamification in virtual English language education. By creating an engaging and interactive environment, this model can enhance motivation, participation, and language skills among junior high school students. Successful implementation of this model requires simultaneous attention to technical, educational, and cultural aspects.
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| Keywords: Gamification, Virtual Education, English Language Teaching, Junior High School, Grounded Theory, Paradigm Model. |
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Full-Text [PDF 768 kb]
(101 Downloads)
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Article Type: Qualitative Research |
Subject:
Student Interaction with Education
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