Abstract
This study explores the impact of gamification and humor on middle school students' engagement, participation, and learning outcomes. The researcher, an ESL teacher, sought to address students' boredom and disengagement by introducing games and humor into the classroom. The study involved 12 middle school English learners and employed both qualitative and quantitative methods, including journal entries, focus groups, and participation tracking. Findings indicated that students were more engaged and willing to participate during gamified activities, with slight but significant improvements in quiz scores. Students expressed a preference for jokes and games over traditional methods. The research suggests that incorporating humor and gamification can enhance student engagement, reduce anxiety, and improve classroom dynamics. Future research should focus on larger sample sizes and longer terms, student differentiation, and expanding gamified learning opportunities. Findings illustrate the importance of adapting teaching methods to foster an enjoyable and motivating learning environment.
Recommended Citation
Filipowski, J. F. (2026). Investigating the Impact of Gamification and Humor on Student Engagement in an ESL Classroom. Wellspring: A Practitioner-Oriented Journal of Literacy and Language Education, 4(1). Retrieved from https://digitalcommons.usm.maine.edu/wellspringlled/vol4/iss1/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, First and Second Language Acquisition Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
