Impacts of Gamification in Remote Learning in Tertiary Education

This research focuses mainly on the impacts and effectiveness of gamification in remote learning in tertiary education in Hong Kong. The study investigates the psychological and physical behaviours of English Language teachers and students towards the adaptability to game-based learning platforms and its success; the popularity and ease of applicability of different gaming tools in relation to multi-disciplines and contexts of English Language learning and teaching in tertiary education, in relation to both the learners' and educators' technological literacy and training received, as well as equipment support offered by educational institutions. The methodology of the research includes the collection of data from questionnaires distributed and interviews conducted among university and college students and teachers in Hong Kong, in corresponding to their perceptions, attitudes, motivation, interests, preferences, feelings of ease and other psychological responses to the application of different gaming tools for English Language learning and teaching. It was found that most university students and teachers find it comfortable to use different to enhance the interactive learning environment in English Language classrooms. When students engage in creating games together, either competitive learning or collaborative learning can create an interactive classroom simultaneously. With the concept of level up, learners are motivated to be proceeded to the next level or being elevated to another advanced subsequent course. In this regard, learning becomes a process and students are motivated to create the learning outcomes together with their peers. The research explores the possibility and limitations of applying the notion of gamification in virtual classrooms. This accelerates future course development with the possibility of course redesign and assessment restructuring with a switch to the new mode of technology as the trend. It also provides a framework to the further study of the application of gamification in other subjects and different classrooms in the globe, with the reference to the motivating force and physical and psychological behaviours of individuals in the learning contexts in tertiary education.