Exploring Expert Perspectives on the Use of Gamification to Enhance Emotional Intelligence in English Language students
DOI:
https://doi.org/10.59992/IJESA.2024.v3n12p13Keywords:
Gamification, Emotional Intelligence, English as a Foreign Language (EFL) StudentsAbstract
Gamification is one of the effective tools in influencing students' learning experiences and learning outcomes, which has a positive impact on the student's psychological health and emotional well-being. Since emotional intelligence and its variables are one of the requirements for learning English for students in general education stages, examining the mechanisms of the impact of gamification on emotional intelligence is a research priority. Accordingly, the current research came to study the experts' point of view on the uses of gamification to enhance emotional intelligence among general education students studying English as a foreign language. The current research relied on the phenomenological approach based on semi-structured interviews with (6) English language teachers who use gamification tools the most in educational settings. According to the objective analysis processes, the results of the study, as expressed by specialized education experts, reached that the uses of gamification in enhancing emotional intelligence among English language students contributed to enhancing essential emotional skills in emotional intelligence such as: motivation, self-regulation, social skills, and empathy. In contrast, they described to us some of the challenges they face while using gamification, such as: variation in emotional intelligence among students, loss of emotional feeling, anxiety and stress. Therefore, the study recommended the importance of continuing research related to emotional intelligence, educational games and gamification, and applying various measurement tools in this field. As well as working on increasing educational games related to the objectives of the curriculum.
References
1. Alhalafawy, W., & Zaki, M. (2019). The effect of mobile digital content applications based on gamification in the development of psychological well-being.
2. Alhalafawy, W., & Zaki, M. T. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151.
3. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for learning sustainability in the blackboard system: motivators and obstacles from faculty members’ perspectives. Sustainability, 15(5), 4613.
4. Amalia, E. R., & Hasana, H. (2019). Improving The Early Childhood Language Skills Through Singing Activity. AULADA: JURNAL PENDIDIKAN DAN PERKEMBANGAN ANAK, 1(2), 1-12.
5. Anisa, K. D., Marmanto, S., & Supriyadi, S. (2020). The effect of gamification on students’ motivation in learning English. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 14(1), 22-28.
6. Armstrong, M. B., & Landers, R. N. (2017). An evaluation of gamified training: using narrative to improve reactions and learning. Simulation & Gaming, 48(4), 513–538. https://doi.org/10.1177/1046878117703749.
7. Barata, G., Gama, S., Jorge, J. A., & Gonçalves, D. J. (2014, October). Relating gaming habits with student performance in a gamified learning experience. In Proceedings of the first ACM SIGCHI annual symposium on Computer-human interaction in play (pp. 17-25).
8. Bennani, S., Maalel, A., & Ghezala, H. B. (2020). AGE-Learn: Ontology-based representation of personalized gamification in E-learning. Procedia Computer Science, 176, 1005-1014.
9. Böckle, M., Micheel, I., Bick, M., & Novak, J. (2018). A design framework for adaptive gamification applications.
10. Chen, L., & Wang, T. (2021). The Role of Gamification in Developing Emotional Intelligence Skills among High School Students. Journal of School Education and Educational Psychology, 13(4), 78-95.
11. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods, approaches. Sage publications.
12. Darvishmotevali, M., Altinay, L., & De Vita, G. (2018). Emotional intelligence and creative performance: Looking through the lens of environmental uncertainty and cultural intelligence. International Journal of Hospitality Management, 73, 44-54.
13. Darvishmotevali, M., Altinay, L., & De Vita, G. (2018). Emotional intelligence and creative performance: Looking through the lens of environmental uncertainty and cultural intelligence. International Journal of Hospitality Management, 73, 44-54.
14. Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934-957.
15. Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934-957.
16. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamification”. In A. Lugmayr (Ed.), Proceedings of the 15th International Academic Mindtrek Conference: Envisioning Future Media Environments (pp. 9–15). New York: ACM. https://doi.org/10.1145/2181037.2181040.
17. Durnali, M., Orakci, Ş., & Khalili, T. (2023). Fostering creative thinking skills to burst the effect of emotional intelligence on entrepreneurial skills. Thinking Skills and Creativity, 47, 101200.
18. Durnali, M., Orakci, Ş., & Khalili, T. (2023). Fostering creative thinking skills to burst the effect of emotional intelligence on entrepreneurial skills. Thinking Skills and Creativity, 47, 101200.
19. England, T. K., & Nagel, G. L. (2022). Developing emotional intelligence skills for e-negotiations. Journal of Education for Business, 97(6), 413-418.
20. England, T. K., & Nagel, G. L. (2022). Developing emotional intelligence skills for e-negotiations. Journal of Education for Business, 97(6), 413-418.
21. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
22. Gkintoni, E., Halkiopoulos, C., Dimakos, I., & Nikolaou, G. (2023). Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis.
23. Gkintoni, E., Halkiopoulos, C., Dimakos, I., & Nikolaou, G. (2023). Emotional Intelligence as an Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis.
24. Goleman, D. Focus: The Hidden Driver of Excellence; HarperCollins Publishers: New York, NY, USA, 2019.
25. Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59-82.
26. Johnson, R., & Phillips, M. (2019). Gamification and Emotional Intelligence in the Workplace: Enhancing Employee Performance and Engagement. Journal of Business and Human Resource Management, 8(2), 112-127.
27. Landers, R. N. (2014). Developing a theory of gamified learning: linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660.
28. Lee, H. M., & Loo, P. A. (2021). Gamification of learning in Early age education. Journal La Edusci, 2(2), 44-50.
29. Lee, K. (2022). Gamified Learning and Emotional Intelligence: A Systematic Review. Journal of Psychology and Education, 19(5), 200-215.
30. Martinez, A. (2018). Enhancing Emotional Intelligence through Gamification: A Case Study in Higher Education. Journal of Higher Education and Academic Development, 10(1), 34-50.
31. Mason, J. (2002). Researching your own practice: The discipline of noticing. Routledge.
32. Mitsea, E., Drigas, A., & Skianis, C. (2023). VR gaming for meta-skills training in special education: the role of metacognition, motivations, and emotional intelligence. Education Sciences, 13(7), 639.
33. Mitsea, E., Drigas, A., & Skianis, C. (2023). VR gaming for meta-skills training in special education: the role of metacognition, motivations, and emotional intelligence. Education Sciences, 13(7), 639.
34. ÖDEN, M. S., Bolat, Y. İ., & GOKSU, İ. (2021). Kahoot! as a gamification tool in vocational education: More positive attitude, motivation and less anxiety in EFL. Journal of Computer and Education Research, 9(18), 682-701.
35. Ofosu-Ampong, K. (2020). The shift to gamification in education: A review on dominant issues. Journal of Educational Technology Systems, 49(1), 113-137.
36. Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2023). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28(1), 373-406.
37. Panksepp, J. (2004). Affective neuroscience: The foundations of human and animal emotions. Oxford university press.
38. Papoutsi, C., Drigas, A., & Skianis, C. (2021). Virtual and augmented reality for developing emotional intelligence skills. Int. J. Recent Contrib. Eng. Sci. IT (IJES), 9(3), 35-53.
39. Pool, L. D., & Qualter, P. (Eds.). (2018). An introduction to emotional intelligence. John Wiley & Sons.
40. Pozo-Rico, T., & Sandoval, I. (2020). Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency? Frontiers in psychology, 10, 505892.
41. Quintas-Hijós, A., Peñarrubia-Lozano, C., & Bustamante, J. C. (2020). Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment. PloS one, 15(4), e0231269.
42. Redjeki, I. S., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in 21st century. JEES (Journal of English Educators Society), 6(1), 68-78.
43. Rexhepi, G., & Berisha, B. (2017). The effects of emotional intelligence in managing changes: An entrepreneurial perspective. World Review of Entrepreneurship, Management and Sustainable Development, 13(2-3), 237-251.
44. Roso-Bas, F., Jiménez, A. P., & García-Buades, E. (2016). Emotional variables, dropout and academic performance in Spanish nursing students. Nurse education today, 37, 53-58.
45. Smith, J. (2020). The Impact of Gamification on Students' Emotional Intelligence in Online Learning Environments. Journal of Educational Technology and Online Learning, 15(3), 45-60.
46. Yavuz, F., Ozdemir, E., & Celik, O. (2020). The Effect of Online Gamification on EFL Learners' Writing Anxiety Levels: A Process-Based Approach. World Journal on Educational Technology: Current Issues, 12(2), 62-70.
47. Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in psychology, 13, 1030790.
