Enhancing Learning Interest in College English Classrooms through Gamification and Problem-based Learning in China
Abstract
This quantitative study examined the effectiveness of integrating gamification with problem-based learning to enhance learning interest among first-year college students in China. A quasi-experimental pre-test post-test control group design with 120 non-English major undergraduates compared a Gamification Problem-Based Learning (GPBL) College English module against the current College English module over four weeks. Learning interest was measured using a 14-item questionnaire assessing personal learning interest and situational learning interest. Analysis of covariance controlling for pre-test scores revealed that students in the experimental group experienced significantly greater improvements in both personal learning interest (Cohen's d = 0.707) and situational learning interest (Cohen's d = 0.751) compared to the control group. The findings demonstrate that combining game elements with authentic problem-solving tasks can effectively address the persistent challenge of relatively low student learning interest in Chinese College English classrooms. The comparable effect sizes for both interest dimensions suggest that the GPBL approach simultaneously develops temporary situational engagement and enduring personal commitment to English learning, offering practical guidance for curriculum reform in higher education.
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References
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