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Exploring The Impacts of online Game-Based Applications on Enhancing Learning Motivation among Primary School Students

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This study investigates the impact of online game-based applications (OGBA) on enhancing learning motivation among primary students in English as a Foreign Language (EFL) classrooms in Vietnam. Although digital game-based learning has been widely associated with increased engagement, limited research has systematically examined its motivational mechanisms within primary-level EFL contexts in developing countries. Drawing upon Self-Determination Theory and Flow Theory, this study employed a convergent mixed-methods design involving 50 Grade 5 students and three teachers over a 12-week instructional intervention. Quantitative data were collected through a validated Likert-scale questionnaire measuring five motivational dimensions, while qualitative insights were obtained from semi-structured interviews and classroom observations. Descriptive and thematic analyses revealed consistently high levels of student motivation, particularly in interest, participation, and perceived competence. Students reported increased concentration, confidence, and willingness to engage when OGBA platforms such as Kahoot and Wordwall were integrated into instruction. However, moderate challenges related to time constraints, competitive pressure, and technological issues were also identified. The findings suggest that OGBA can effectively strengthen intrinsic and identified forms of motivation when pedagogically aligned with learning objectives. This study contributes context-sensitive evidence to the growing literature on digital game-based learning in primary EFL education and offers practical implications for sustainable technology integration in similar educational settings.

Using Gamified Vocabulary Instruction to Enhance Young Learners’ Motivation in English Learning at a Foreign Language Center in Ca Mau

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This study investigates the effects of gamified vocabulary instruction on the motivation of young EFL learners at a foreign language center in Ca Mau, Vietnam. Although vocabulary learning is essential in EFL contexts, instructional practices in many Vietnamese language centers continue to rely heavily on repetition, translation, and rote memorization, which often fail to sustain learners’ motivation. To address this issue, a ten-week gamified instructional program was implemented, integrating game elements such as points, badges, leaderboards, and collaborative activities into vocabulary lessons. Data were collected through a post-intervention questionnaire measuring learners’ enjoyment, engagement, effort, and perceived usefulness of the activities, supplemented by semi-structured interviews to gain qualitative insights into learners’ experiences. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed to identify recurring motivational patterns. The study aims to provide empirical evidence on the motivational impact of gamified vocabulary instruction and to contribute to the limited research on gamification in provincial EFL contexts in Vietnam. The findings are expected to offer practical implications for language teachers and institutions seeking to enhance learner motivation through more interactive and engaging instructional approaches.

Using Kahoot! To Enhance English Learning For 8th Graders at Nguyen Thai Binh Secondary School in Ho Chi Minh City, Vietnam

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This study explores the impact of Kahoot!, a game-based learning platform, on enhancing English learning among 8th-grade students at Nguyen Thai Binh Secondary School, Ho Chi Minh City, Vietnam. In response to the increasing integration of educational technology and the shift toward learner-centered pedagogy, the research investigates how Kahoot influences students’ motivation, engagement, and academic achievement, particularly in the areas of vocabulary and grammar.

A mixed-methods approach was adopted, combining quantitative data from questionnaires administered to 40 students and qualitative data from semi-structured interviews. Descriptive statistical techniques were used to analyze students’ perceptions of motivation, engagement, and language development, while thematic analysis was applied to the qualitative responses.

The findings indicate that Kahoot significantly enhances students’ learning motivation by fostering enjoyment, interest, and confidence in English learning. Student engagement improved markedly, with learners demonstrating increased participation and attentiveness during classroom activities. Furthermore, Kahoot contributed to measurable gains in vocabulary acquisition and grammar proficiency through interactive tasks and real-time feedback. Despite minor technical barriers, such as unstable internet and limited device access, students generally regarded Kahoot as an effective and enjoyable educational tool.

The Motivations of Non-English Major Students: A Case Study at a Private University in Ho Chi Minh City

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Motivation is considered as attitudes toward the teacher, students, coursework, curriculum-related activities, and all other elements of the state in which a language is taught. This definition of motivation in language learning emphasizes that it is a complex concept because motivation is not only the cognitive attitude of the learner but also related to many other factors, such as teachers, curriculum, and other elements of the learning environment (Gardner, 1985). This study aims to identify the motivations of second-year non-English major students at a private university in Ho Chi Minh City and the factors that significantly influence their learning motivation. Data were collected from 200 students through a questionnaire, which was developed based on the results of group interviews with 10 students. The research applied a mix-methods approach. The findings indicate that extrinsic motivation strongly influences students’ language learning, with factors as job opportunity, learning environment, and teaching method having a positive impact. Based on these findings, the study proposes strategies to leverage extrinsic motivation to enhance students’ learning outcomes.

The Feasibility and Practicality of Learning Multimedia Based on Whiteboard Animation of Momentum and Impulse towards First Grade of Senior High School Student Learning Motivation

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Physics is one of highly difficult material study, so student tend to have low study motivation. This research aims to enhance study motivation also describe the feasibility and practicality of using Whiteboard Animation to first grade of senior high school student towards impulse and momentum. Method of this study is Research and Development (R&D) with 4D models (Define, Design, Develop, and Disseminate). This research was conducted untill the test of feasibility and practicality of using Whiteboard Animation towards student learning motivation. The result of this study shows that multimedia based on Whiteboard Animation of impulse and momentum material is stated very feasible to use, which is shown an average of 87% (very feasible) by material expert and 84% (very feasible) by media expert. The developed multimedia was attained high response of students on field testing, which is shown an average of 89% (very practical). The result of practicality test based on student response also stated that the developed multimedia is very interesting and potential to enhance the student learning enterest. Thus, multimedia based on Whiteboard Animation of impuls and momentum material is very feasible and practical to enhance student learning motivation.