Learner motivation, engagement, and teacher pedagogical strategies in gamified quizzes for formative assessment: a longitudinal case study in a Chinese EFL reading course

: (Alternative Format Thesis)

Abstract

This alternative format of thesis presents the first mixed methods case study that investigates in-depth the long-term use of gamified quizzes by Chinese English majors’ and their instructor for formative assessment. The study aimed to explore how students’ motivation and engagement changed over the course of one semester as well as the factors contributing to these changes, and the teacher’s pedagogical strategies for digital integration.

Conducted in an EFL reading course at a Chinese university, the study collected data through motivation and engagement questionnaires (n=29) at five time points (Week 1, 4, 7, 10, 13), interviews with students (n=11) at four time points (Week 4, 7, 10, 13), and interviews with the course instructor. Findings reveal that while no statistically significant changes were detected, descriptive statistics showed that both motivation and engagement followed a rollercoaster-like trajectory, with an initial rise, a mid-semester decline, and partial recovery towards the end. Motivation was shaped by individual (e.g., novelty effect), pedagogical (e.g., task design, teacher attention) and macro-contextual (exam-oriented educational culture, pragmatic learning values) influences. Engagement showed similar patterns, with some learners developing more strategic and reflective behaviours over time, while others experienced declined engagement as novelty diminished. Influencing factors included individual factors, pedagogical (e.g., quiz design) and broader socio-educational pressures. In addition, the case study of the teacher identified four interrelated dimensions of pedagogical strategy: (1) classroom integration, (2) quiz content design, (3) quiz structure design, and (4) post-quiz feedback. It illustrates how teacher beliefs, pedagogical decision-making, and contextual realities interact dynamically in the enactment of digital assessment tools.

Overall, the thesis makes the following contributions to computer-assisted language learning and gamified language learning:
•Conceptualisation: Frames motivation and engagement as dynamic, fluctuating constructs;
•Theoretical extension: Develops an integrated explanatory framework that draws on SDT and related psychological theories to account for longitudinal changes in motivation and engagement;
•Contextual insights: Introduces the concept of localisation of gamification to emphasise how gamified tools must be adapted to pedagogical, cultural and socio-educational contexts to sustain motivation and engagement;
•Framework development: Proposes three conceptually grounded yet practically transferable frameworks – two outlining factors at three levels that influence long-term motivation and engagement in gamified language learning, and one multi-dimensional strategic framework for digital integration of formative assessment in language learning classrooms;
•Practical tool: Provides three reflective checklists, each corresponding to the three frameworks, to support the intentional and context-sensitive use of digital formative assessment in language instruction.

Date of Award	20 May 2026
Original language	English
Awarding Institution	University of Bath
Supervisor	Reka Ratkaine Jablonkai (Supervisor), MariCarmen Gil Ortega (Supervisor) & Adem Soruc (Supervisor)