Volume: 3 Issue: Special Issue 1
Year: 2026, Page: 24-31, Doi: https://doi.org/10.70372/jeltp.v3.sp1.6
English language learning is essential for engineering graduates, yet traditional instructional approaches often result in passive participation and reduced motivation. This study presents a project-based gamification model implemented through a 30-hour elective course, where engineering students designed and developed their own gamified tools to enhance specific aspects of English learning. Grounded in Self-Determination Theory and Flow principles, the course enabled students to develop vocabulary, grammar, idiomatic competence, and communication skills through creation-based learning. Student-developed games—such as Hangman, Idiomatrix, ELITZ, and Tweet Tweet—demonstrated increased creativity, engagement, and language retention. Assessment included project development, peer testing, and reflections. The findings indicate that student-created gamification is an innovative and effective pedagogical approach aligned with NEP 2020 priorities.
Keywords: Gamification, English Language Learning, Project-Based Learning, Engineering Education, Student Engagement
Boers, F. (2000). Metaphor awareness and vocabulary retention. Applied Linguistics, 21(4), 553–571. https://doi.org/10.1093/applin/21.4.553
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014
47th Hawaii International Conference on System Sciences (pp. 3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
Liu, D. (2008). Idioms: Description, comprehension, acquisition, and pedagogy. Routledge.
Markham, T., Larmer, J., & Ravitz, J. (2003). Project based learning handbook: A guide to standards-focused project based learning. Buck Institute for Education.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study. City University of New York.
Sreejana S. Project-Based Gamification to Enhance English Language Learning. Journal of Effective Teaching and Learning Practices. 2026;3(Sp1):24-31