The Effect of Using Mechanics, Dynamics and Emotions Gamification Framework on Iranian Primary School Learners’ Engagement and Phonics Alphabets Acquisition

The study investigates the utility of MDE gamification framework. To do this, ۹۶ students from elementary school in Tehran, Iran were selected. The sample population divided into two groups; namely, control and experimental. The students in the experimental group were taught with the different methods that the researcher implemented. The students in the control group did not receive any instruction. During the class, the researcher tried to observe the student's characteristics and filled the observation checklist three times at the beginning of the class, during the class, and at the end of the class. The observation items were prepared for each student and filled with researcher and cooperation between the teacher and the students analyzed. The pre-test and post-test tests were designed based on the standards of Phonics structure. A‘t-test’ on the mean scores of both groups indicated a significant difference between the scores of the post-tests, meaning that the gamification framework was significantly effective on the learners’ engagement and phonics alphabets acquisition. Findings led to the conclusion that the experimental group outperformed the control group. The product of this study can help curriculum designers; language instructors and practitioners appreciate the importance of gamification framework.

Keywords:

gamification framework” , “learners' engagement” , “phonics alphabets acquisition