Using gamification in teaching ukrainian as a foreign language to enhance student motivation

Resumo

The need to modernize linguodidactic strategies through digital ecosystems necessitates the introduction of gamification to support motivation and reduce cognitive load of foreign students. The aim of the study is to assess the impact of a gamified environment on the Moodle platform on the motivation and academic success of foreign students. The study has a convergent parallel design using linguistic competence testing and motivation questionnaires. Statistical processing included repeated-measures analysis of variance, structural equation modelling, and a bootstrap procedure to test mediation effects. The reliability of the instruments was confirmed through internal consistency indicators (α > 0.80) and pilot validation. Significant interaction coefficients demonstrated the higher effectiveness of gamification for increasing success (F = 28.4, p < 0.001, η² = 0.19) and student motivation. A direct correlation was found between the satisfaction of basic psychological needs and learning outcomes: autonomy – 0.31, competence – 0.29. Previous gaming experience was a significant moderator of the intervention effect at p = 0.007. The study confirmed that the systemic integration of game mechanics ensures the transformation of gaming experience into sustainable academic achievements through the mediation of psychological needs. The use of story quests and progression levels guarantees long-term stability of language competencies even after the completion of the active learning phase. Further research prospects include studying the impact of artificial intelligence (AI) elements on the personalization of gamified trajectories and the adaptation of game content to different cultural contexts.