Elham Daliranfirouz - Department of TEFL, University of Isfahan, Iran
Mohammad Amiryousefi - Department of TEFL, University of Isfahan, Iran
Renata Geld - Department of English and Center for Cognitive Sciences, University of Zagreb, Croatia
Daryoush Nejad Ansari - Department of TEFL, University of Isfahan, Iran

This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of ۲۲۰ language learners from different universities in Iran were recruited as the participants and randomly assigned to the gamification-enhanced (n= ۱۱۴) and control groups (n= ۱۰۶). Over the eight weeks of treatment, the experimental group members were taught using various gamified tasks and activities through the gamified Moodle LMS. A motivational orientation scale was administered before and after the intervention. The results of ANCOVAs demonstrated a significant boost in the extrinsic motivation of language learners, including external, introjected, and identified regulation. Furthermore, the study confirmed that the integration of gamification has resulted in a higher level of intrinsic motivation for the participants in the areas of knowledge, accomplishment, and stimulation. The relevant pedagogical implications and directions for future studies are discussed.

Gamification, motivation, extrinsic, Intrinsic, Moodle