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Pre- and post-tests were analyzed with Wilcoxon Matched Pairs Signed Ranks and Mann-Whitney U tests. Results show a significant improvement favoring gamified instruction, supported by students’ positive attitudes toward online gamified grammar.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-impact-of-gamification-on-secondary-school-students-grammar-proficiency-abstract/603075/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-impact-of-gamification-on-secondary-school-students-grammar-proficiency-abstract/603075.png","ImageObject",300,407,{"name":42,"@type":43},"MrHarris58","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the study?","Question",{"text":63,"@type":64},"To investigate how gamified grammar instruction using an online tool affects students’ grammar achievement and to assess students’ attitudes toward using the tool for grammar lessons.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How long did the gamified instruction last and what did each group receive?",{"text":68,"@type":64},"The application lasted 6 weeks. The experimental group received gamified grammar education, while the control group received content-based language learning.",{"name":70,"@type":61,"acceptedAnswer":71},"Which testing methods were used to analyze the quantitative results?",{"text":72,"@type":64},"Wilcoxon Matched – Pairs Signed Ranks Test was used for within-group comparisons, and the Mann Whitney U Test was used to compare groups.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},603075,1792208941,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Impact of Gamification on Secondary School Students' Grammar Proficiency*  \nGözde KOÇ1  \nBaşkent University  \nSelim Soner SÜTÇÜ2  \nBaşkent University  \nAbstract  \nThe aim of this study is to investigate the academic achievement of 6th grade students in grammar course gamified with an online tool and their opinions regarding the application. The study employed quasi-experimental design and a semi-structured interview was utilised to obtain the qualitative data. The application lasted for 6 weeks during which the experimental group received gamified grammar education whereas the control group received content-based language learning. Pre-test and post-tests were applied to both groups to check if there were any differences between the scores. Since the quantitative data were not parametric, Wilcoxon Matched – Pairs Signed Ranks Test and Mann Whitney U Test were used in the analysis of the data. Also, a semi-structured interview was utilised to learn about the opinions of the students in experimental group. The results yielded a significant difference in favor of students who received gamified grammar learning. The results were also supported by the positive opinions of the students towards gamification of grammar with an online tool as an in-class material.  \nKeywords: English Language Learning, Grammar Proficiency, Computer Assisted Language Learning, Gamification, Kahoot  \nDOI: 10.29329/epasr.2023.525.2  \nSubmitted:01 November 2022 Accepted: 23 January 2022 Published: 08 March 2023  \n* This research was produced from the master thesis prepared by the first author under the supervision of the second author. 1Graduate Student, Institute of Educational Sciences, Başkent University, Ankara, Türkiye, ORCID:0000-0002-6810-5402  \nCorrespondence: [gozde.ipek1@gmail.com](gozde.ipek1@gmail.com)  \n2 Assistant Prof. Dr. Faculty of Science and Letters, Başkent University, Ankara, Türkiye, ORCID:0000-0002-8875-5955  \nEmail: [ssoner@baskent.edu.tr](ssoner@baskent.edu.tr)  \nIntroduction  \nTraditional teaching strategies frequently concentrate on a single learning domain, such as the cognitive or psychomotor domain. Contrarily, this hardly satisfies the criteria of knowledge, competence, and attitude. As a result, teaching strategies that concentrate on a single learning area both impede active learning and cause learning to be delayed or stopped by lowering students'motivation. Students must employ multiple abilities at once to solve problems in the real world in order to develop the new century skills. This requires the development of the learning environments which consider new teaching strategies and surroundings. Even though traditional methods have been refined over hundreds of years and include tremendously valuable and useful knowledge, today's children need much more (Warschauer, 1998, p. 62) . As a result of this urgent need triggered by the immense development in Internet and Communication Technologies (ICT), technology-based learning models, environments, and tools have started to replace traditional learning models. Language learning has always been open to these innovative technologies and been one of the first fields to adopt them, with an established approach namely Computer Assisted Language Learning (CALL) which serves as the key catalyst for the development of technology based pedagogical approaches. Grammar is the base of language learning and effective use of language skills calls for a high degree of grammatical competence. However, teaching of grammar has always been perceived as difficult to teach (Brindley, 1984; Baron, 1982) and boring to learn (Leki 1995; Schulz, 2001) . CALL has been proved to be effective when teaching foreign language, and playing computer games with students has been shown to increase their understanding of the grammatical structures of the target language (Simoes, 2013, p. 13) . There is a continual need to investigate the affordances of new emerging technologies that can be used to gamify g","cbCaieHfJSNPsTl7","https://ap.wps.com/l/cbCaieHfJSNPsTl7","pdf",291739,"English","# Introduction\n# Gamification","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate how gamified grammar instruction using an online tool affects students’ grammar achievement and to assess students’ attitudes toward using the tool for grammar lessons.\"},{\"question\":\"How long did the gamified instruction last and what did each group receive?\",\"answer\":\"The application lasted 6 weeks. The experimental group received gamified grammar education, while the control group received content-based language learning.\"},{\"question\":\"Which testing methods were used to analyze the quantitative results?\",\"answer\":\"Wilcoxon Matched – Pairs Signed Ranks Test was used for within-group comparisons, and the Mann Whitney U Test was used to compare groups.\"}]","The Impact of Gamification on Secondary School Students' Grammar Proficiency - Abstract | PDF",1792095668,48]