This research explores the impact of
gamification on student engagement, focusing on behavioral, emotional, and
cognitive dimensions. Using a qualitative case study approach, the study
involved 21 vocational senior high school students from the same English class.
Data were collected through observations, questionnaires, and in-depth
interviews. The data analysis process included three stages: data condensation,
data display, and drawing conclusions, where findings from interviews,
observations, and documentation were interpreted. The results showed that gamification can attract students' attention and collaboration but is
more effective in individual tasks than group activities, as well as gadgets
being the primary source of distraction. In emotional engagement, gamification
can increase interest in learning if designed relevant to the subject material.
However, it can also cause negative reactions if it is too repetitive or
time-consuming. In cognitive engagement, most students showed good engagement
through the implementation strategy and self-regulation, but others still had
difficulty maintaining focus and motivation in the face of challenges.
The findings imply that gamification should be applied strategically in EFL
classrooms to support active learning. Teachers are encouraged to design
context-relevant, engaging, and time-efficient gamified activities. This study
was limited by short research duration, small participant group, internet
instability, and insufficient gadget support.
