How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning

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dc.authorid0000-0002-8393-2537
dc.contributor.authorNamaziandost, Ehsan
dc.contributor.authorCakmak, Fidel
dc.contributor.authorAshkani, Parisa
dc.date.accessioned2026-01-24T12:31:07Z
dc.date.available2026-01-24T12:31:07Z
dc.date.issued2025
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractIn recent years, the integration of gamification and ludicization into foreign language learning has gained increasing attention for its potential to enhance learner engagement and facilitate more effective learning outcomes. This study investigated the comparative effects of gamification and ludicization on ambiguity tolerance (AT), learning adaptability (LA), self-management, and learning outcomes (LOs) among foreign language learners in Turkey. A total of 256 students were assigned to one of three groups: the gamification group, the ludicization group, and the control group. Using a mixed-methods approach, quantitative data were collected via surveys assessing AT, LA, self-management, and LOs across the three groups. Qualitative data were gathered through semi-structured interviews to gain deeper insights into participants' perceptions of the effectiveness of gamification and ludicization in fostering the constructs under investigation in the study. Results indicated that both experimental groups outperformed the control groups in terms of gaining in AT, LA, self-management, and LOs on the post-tests. The qualitative data revealed that the participants both experimental groups expressed positive attitudes toward the effectiveness of the gamification and ludicization in promoting their AT, LA, selfmanagement, and LOs. These findings provide valuable insights for educators and instructional designers, highlighting that integrating gamified elements and ludic learning methods into foreign language learning can foster critical learner attributes and improve academic performance. Through such integration, the study recommends customizing these strategies to align with learners' specific needs, thereby optimizing engagement and adaptability in language learning.
dc.identifier.doi10.1016/j.chbr.2025.100651
dc.identifier.issn2451-9588
dc.identifier.scopus2-s2.0-105000769037
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.chbr.2025.100651
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5658
dc.identifier.volume18
dc.identifier.wosWOS:001455768400001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier
dc.relation.ispartofComputers in Human Behavior Reports
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260121
dc.subjectGamification
dc.subjectLudicization
dc.subjectAmbiguity tolerance
dc.subjectLearning adaptability
dc.subjectSelf-management
dc.subjectLearning outcomes
dc.titleHow do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning
dc.typeArticle

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