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

Abstract

In 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, self-management, 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.