A Latent Profile Analysis of Gamification Effects on EFL Grammar Learning: Identifying Student Engagement and Performance Patterns in Digital Game-Based Learning Environments

Abdelouahd Bouzar; Khaoula El Idrissi

doi:10.53103/cjess.v5i5.390

Authors

Abdelouahd Bouzar Sidi Mohammed Ben Abdellah University, Morocco
Khaoula El Idrissi Sidi Mohammed Ben Abdellah University, Morocco

DOI:

https://doi.org/10.53103/cjess.v5i5.390

Keywords:

Gamification, English as a Foreign Language, Latent Profile Analysis, Grammar Instruction, Digital Game-Based Learning

Abstract

This study employed latent profile analysis (LPA) to identify distinct patterns of student engagement and performance in gamified English as a Foreign Language (EFL) grammar instruction. Using data from 140 students across Common Core (n=48), 1st Baccalaureate (n=87), and 2nd Baccalaureate (n=39) levels from three private schools in Taza and Fez, Morocco, we examined five gamification characteristics: intrinsic motivation levels, behavioral engagement patterns, platform participation frequency, peer collaboration quality, and grammar performance outcomes during passive voice instruction. The analysis revealed four distinct learner profiles: Low Engagement (16.4%), High Motivation/Moderate Participation (47.1%), Strategic Performance (25.7%), and Comprehensive High Engagement (10.8%). Profile membership significantly predicted grammar test scores (d = 0.82), sustained attention during tasks (d = 0.67), and peer interaction quality ratings (d = 0.74). Students in the Comprehensive High Engagement profile demonstrated superior outcomes across all measures, while the Low Engagement profile showed consistent underperformance. These findings suggest that gamification tools (Baamboozle, Nearpod, Blooket, Padlet) create heterogeneous learning experiences, with optimal outcomes requiring high levels across multiple engagement dimensions rather than isolated high performance in single areas.

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