Teachers’ Perceptions about the Usefulness of Gamification to Increase Motivation in the EFL Classroom

Abstract

This research synthesis was conducted to determine teachers' perceptions of the usefulness of gamification in increasing motivation in the English as a Foreign Language classroom. To answer the research questions posed, 20 empirical studies were used to categorize and analyze the information. After data analysis, the results showed the existence of four benefits presented to increase learner motivation: vocabulary acquisition, grammar, critical and problem-solving skills, and motivation and engagement. In addition, the drawbacks were also examined: lack of teacher training, time, planning, and classroom management. Moreover, teachers' positive perceptions were detailed: increased student motivation and engagement, conducive learning environment, and student-centered learning; on the other hand, teachers' negative perception showed the impact of teaching experience on the failure of this approach. The results demonstrated the effectiveness of gamification bringing benefits for teachers and students; however, there are disadvantages that limit its application, but there is no doubt about its effectiveness. Finally, it is recommended that future research focus on a specific educational setting and consider geographical areas with similar resources and teacher preparation.