A Gamified Microlearning Model: Effects on Motivation, Attitudes, and English Communication Competencies among Elementary Education Student Teachers
Keywords:
microlearning, gamification, English communication competencies, elementary education student teachersAbstract
The increasing demand for proficient English communication competencies in elementary education highlights the need for instructional approaches that support flexible and focused learning. This study aimed to (1) examine the needs of elementary education student teachers regarding microlearning integrated with gamification, (2) develop a microlearning–gamification learning model to enhance English communication competencies of elementary education student teachers, and (3) evaluate the effects of the developed learning model on attitudes and English communication competencies of elementary education student teachers. A mixed-methods design was employed across three phases: needs assessment, model development, and implementation, involving ten student teachers at Suan Dusit University, Lampang Center. The research instruments consisted of a needs assessment questionnaire, semi-structured interview protocols, a model quality evaluation form, an English achievement test, and an attitude questionnaire. Quantitative data from the needs assessment and attitude questionnaire were analyzed using descriptive statistics, while learning achievement was examined through the Wilcoxon Signed-Rank Test. Qualitative feedback from the needs assessment, attitude questionnaire, and semi-structured interviews was subjected to content analysis to inform model refinement. Findings revealed strong preferences for communicative and task-based approaches emphasizing primary-level content, pronunciation, vocabulary, and realistic classroom scenarios. Participants valued microlearning features such as topic segmentation and frequent comprehension checks, along with gamification elements including goal clarity, scoring, and self-directed progression. The Wilcoxon analysis indicated significant improvement in English communication competencies after model use (Σranks = 55.00, p < .01). Attitude results showed very high satisfaction and motivation (M = 4.68, SD = 0.55), particularly regarding accessibility, goal clarity, and rewards. Overall, the microlearning-gamification model demonstrated strong feasibility and effectiveness in enhancing communication skills and positive attitudes among elementary education student teachers.
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