How Student-Created Games Boost Motivation and Learning in English Classes

What is it about?

This research explored how giving students the chance to create their own game-based learning activities affects their motivation, satisfaction, engagement, and how well they think they learn. The study took place at Dhofar University in Oman with students learning English. Instead of just playing games designed by the teacher, students worked in groups to design and present their own educational games related to grammar or vocabulary. The study gathered data using surveys with both numeric ratings and open-ended questions to capture students’ feelings and thoughts. Results showed that students were very positive about the experience. They enjoyed making their own games because it gave them freedom to be creative and make choices about their learning. Many students felt a sense of ownership over the games they designed, which made them more engaged and willing to participate. They also appreciated working with peers, which helped build teamwork and made the learning process more social and collaborative. Students reported that these activities helped improve their vocabulary and confidence, making learning feel both fun and practical. The study was based on self-determination theory, which says people learn best when they feel autonomous, competent, and connected to others. By letting students create games, the research found they met these needs and experienced increased intrinsic motivation, meaning they were motivated by enjoyment and personal interest, not just grades or rewards.

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Photo by Amélie Mourichon on Unsplash

Photo by Amélie Mourichon on Unsplash

Why is it important?

Many students today find it hard to stay interested in traditional classrooms. Distractions from digital media and repetitive tasks make learning feel dull and stressful. Educators want ways to boost students’ motivation and make learning more meaningful. This study shows that when students take charge by creating their own fun and challenging activities, they become more engaged and motivated to learn. It also supports social interaction and teamwork, important skills for life and work. Although gamification is widely used, little research has looked at the effects when students themselves design the games. This research highlights the potential of student-created gamification to transform classrooms into places where students feel empowered, creative, and connected. It offers practical ideas for teachers and curriculum designers to consider including such activities in their courses to make learning more active and enjoyable. Key Takeaways: 1) Student-created games boost motivation by giving learners control and choice. 2) Creating games encourages teamwork and social learning among students. 3) Students find learning through self-made games more enjoyable and effective. 4) This approach can help students feel more confident and engaged in class. 5) Teachers can use this strategy to design more meaningful and dynamic lessons.