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Gamification is one of the innovative teaching approaches implemented in English classrooms nowadays. However, using gamification to enhance reading engagement and reading comprehension in language classrooms at the university level has not been much explored. This present study investigated gamification's effects on enhancing reading engagement, reading comprehension, as well as perceptions of gamification among Thai EFL university students. The participants in the research were 70 first-year students selected randomly. A mixed-methods research design was adopted to examine the effects of gamification between control and experimental groups. The quantitative results collected by the pre-test, posttest, pre-survey, and post-survey showed that the experimental group significantly improved reading comprehension and higher reading engagement after the implementation of gamification, compared to the control group that studied traditionally. Furthermore, the participants in the experimental group reported positive perceptions towards gamification, such as promoting reading engagement and creating a fun learning environment. Therefore, this study supports an alternative and innovative way to shift a reading class from a teacher-centered approach to a student-centered approach through gamification.

The objective of this study was to investigate the influence of the popular Duolingo App on learning English in Thailand. Parts of the Duolingo English course for Thai speakers were used in a classroom-based intervention with two sections of English for Professional Purposes courses at a Thai university (n = 128). The students were split into two groups of users (n = 70) and non-users (n = 58), and a pre-test/post-test assessment of verb tense knowledge was conducted. The results showed that the Duolingo users had a significantly higher mean improvement in verb tense knowledge. Multiple regression showed that frequency of Duolingo use, perceived achievement, and perceived enjoyment positively influenced performance among the user group. Moderation analysis also showed that prior use of Duolingo partially moderated the relationships of level completion and achievement on score improvement. The implication is that Duolingo is a potentially useful supplement to classroom learning although its effects may change over time as users become habituated.

This study investigates the effectiveness and knowledge retention of elearning models that could solve education problems in rural areas by considering two different examples: massive online open courses (MOOCs) and gamification hybrid learning. The study also proposes suitable and effective features that could influence student abilities in the context of language and science learning in rural areas. Data were collected from 283 students using field testing methods at rural schools in Thailand's Chaiyaphum province. One hundred and sixty students (13-16 years old) in secondary-school grades 7-10 were randomly selected for MOOC-based hybrid learning, and 123 students participated in gamification hybrid learning. The methodology featured two distinct steps. First, content and pattern examinations were conducted to verify the validity, reliability, and consistency of the content. Second, the sample group was tested to indicate and compare the efficiency of the models and the knowledge retention it then produced. Given the approach's quantitative nature, dependent sample t-tests were conducted to indicate differences in pretest and posttest mean scores, with Cohen's d effect size testing used to analyze subsequent effects. The results reveal that both MOOCs and gamification hybrid learning models are effective and suited to solving rural education problems. Both models improved student learning retention compared to traditional elearning models. Nonetheless, focus groups, peer tutoring, forum discussions, and group activities also significantly influenced learning. The study's findings could also benefit course instructors and program designers to help them create appropriate content using a well-designed framework, which could increase accountability and effectiveness and support class demand.

This research aimed to develop metaverse virtual learning management based on gamification techniques model (MVLM-Gt model) and to evaluate the appropriateness of the model. The research methodology was divided into two parts in accordance with these aims. The first part was the design of the learning step using metaverse virtual learning management and gamification techniques based on the gamification process and active learning theory. The second part consisted of an evaluation of the appropriateness of the model. The MVLM-Gt model was submitted to seven experts followed by an appropriateness questionnaire. The MVLM-Gt model had four core components: the inputs, the learning process, the evaluation, and the feedback. The learning process had five steps: motivation and setting goals, constructing content, discussion and interaction, practice and mission, and summarizing and feedback. After evaluation of the appropriateness of the MVLM-Gt model, the experts said that it was excellent (Mean=4.82, S.D.=0.38). After considering each component, the feedback component had the highest appropriateness value (Mean=5.00, S.D.=0.00), followed by the learning process component (Mean= 4.86, S.D.=0.38), and the evaluation component (Mean=4.71, S.D.=0.49). The results showed that this MVLM-Gt model could be adopted to enhance total experience of students.

Gamified online quizzes have gained popularity for their potential in enhancing student learning motivations, creating engaging lessons, and improving learning outcomes. Yet, its application and effectiveness in support of student vocabulary learning have only been explored in synchronous learning setting. This study, hence, extended the exploration by examining the implementation of gamified vocabulary learning in an asynchronous mode and analyzing the impacts on students' learning outcomes in class. The study was carried out for 10 weeks, involving 300 2nd year students at a Thai university. The instrument and measure comprised 500 English academic words made into 10 vocabulary sets on "Quizizz.com," and 10 in-class vocabulary tests. The findings of the study revealed that students' vocabulary learning practice in asynchronous mode had positive correlations with and could significantly predict their in-class vocabulary results. Female students outperformed male students; nonetheless, there was no significant difference across academic majors.