Nasrin Mohammadhasani - Kharazmi uinversity
Rahim Aghazadeh - Kharazmi university

Purpose: The present study aimed to compare the effects of digital and face-to-face gamification on learning, recall, and motivation of English vocabulary.Method: We used the experimental method with a pre-test and post-test design. The statistical population of this research included all ۷th-grade students in Heris City. The sample of the study were selected as available samples and after the pre-test were randomly assigned into two experimental groups (N:۵۲): the first group used the digital form and the second group used the face-to-face form. The research tool was the researcher-made learning and recall test, as well as Keller's educational achievement motivation questionnaire.Finding: The results of covariance and independent t-test indicated that there is no significant difference in the amount of learning and also there is no significant difference between the average scores of students in the recall test in the experimental groups (t= ۰.۹۳, sig= ۰.۴۴).  On the other hand, the results show a significant difference in the motivation test of the groups (t=۲.۶۴, sig=۰.۰۱). The students in the digital gamification group experienced more motivation during the experiment.Conclusion: Although the result of this research shows the lack of a significant effect of gamification on learning in both face-to-face and digital forms, the results indicated that applying game-based learning in the digital form increased motivation. The different effects of Game-based instruction of the two groups on motivation and the effect of the game on learning and the positive self-concept of learning is a valuable and practical finding.

Gamification, educational games, English vocabulary, Motivation