gamification and the duality of extrinsic and intrinsic motivation

This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of moodle in promoting extrinsic and intrinsic motivational attributes of language learners. a total of 220 language learners from different universities in iran were recruited as the participants and randomly assigned to the gamification-enhanced (n= 114) and control groups (n= 106). over the eight weeks of treatment, the experimental group members were taught using various gamified tasks and activities through the gamified moodle lms. a motivational orientation scale was administered before and after the intervention. the results of ancovas demonstrated a significant boost in the extrinsic motivation of language learners, including external, introjected, and identified regulation. furthermore, the study confirmed that the integration of gamification has resulted in a higher level of intrinsic motivation for the participants in the areas of knowledge, accomplishment, and stimulation. the relevant pedagogical implications and directions for future studies are discussed.