Abstract

This study examined the effects of gamified learning on first-time learners in Thai higher education, a group with no prior exposure to this pedagogical approach. Employing a mixed-method approach within a quasi-experimental design, the research involved a 10-week gamified grammar learning intervention (N = 144) for the experimental group (90.4% females and 9.7% males) and conventional grammar instruction for the control group (87.5% females and 12.5% males). Data collection included surveys, grammar tests, and reflective essays administered midway (cycle 1) and at the end of the English course (cycle 2). Quantitative data were subjected to descriptive and inferential statistical analyses, while qualitative data underwent thematic analysis. The findings revealed that gamified learning had dynamic effects over time on first-time learners, maintaining highly positive learning experiences; however, despite the presence of strong positive emotions and low negative emotions, these perceptions did not predict students' learning outcomes. This suggests that gamified learning may primarily influence learning experiences rather than learning outcomes.