Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining

Abstract

This study investigates the effects of a flipped gamified self-regulated learning (SRL) approach in an English as a Foreign Language (EFL) classroom for first-year undergraduates. Using a quasi-experiment with process mining approach, 177 students were divided into two groups: a gamified experimental group (N = 91) and a non-gamified control group (N = 86). The findings revealed that the gamified SRL approach significantly improved English reading comprehension and motivation, as evidenced by enhanced intrinsic value and consistently higher voluntary task completion. Moreover, SRL skills were enhanced, as shown by survey results and high engagement with SRL strategies observed in the trace data. Process mining analyses using First-Order Markov Models further demonstrated that gamification fostered more dynamic SRL behaviors, including greater engagement with scaffolds and a stronger focus on evaluative learning strategies. These results highlight the potential of the gamified SRL approach to enhance students' SRL skills, motivation, and improve learning outcomes. This study offers actionable insights for designing effective interventions that integrate SRL scaffolds with motivational elements to support students' success in flipped learning environments.