INVESTIGATING THE EFFECT OF GAMIFICATION ON EFL LEARNERS’ MOTIVATIONAT UIN PALOPO

This study investigates the impact of gamification on the motivation of English as a Foreign Language (EFL) learners at UIN Palopo, focusing on the use of Kahoot and Duolingo. The research is grounded in motivation theories (SelfDetermination Theory and Malone’s Intrinsic Motivation), adult learning theories (Andragogy and Social Cognitive Theory), and gamification frameworks (Constructivist Theory and Flow Theory). A quasi-experimental pretest–posttest design was employed with 34 second-semester Accounting majors. The experimental group received instruction through a gamification approach, while the control group followed traditional methods. Data were collected via a motivation questionnaire and classroom observations, then analyzed using SPSS and descriptive techniques. The results reveal a significant increase in the experimental group’s motivation scores (from 38.82 to 54.12, r = 0.822, p < 0.05), corroborated by observation data showing greater engagement and enthusiasm. The novelty of this research lies in combining two platforms Duolingo for language practice and Kahoot for collaborative review specifically tailored to adult learners in higher education. Theoretically, the study enriches the literature on gamification by highlighting its effectiveness in an Indonesian tertiary EFL context. Practically, it provides valuable insights for EFL instructors on leveraging multiple gamified platforms to enhance learner motivation and classroom participation.

Keywords: Gamification, Learning Motivation, EFL learners, UIN Palopo