Gamification and Course Satisfaction in English for Specific Purposes: A Self-Determination Theory Perspective

Gamification is widely used to enhance student engagement in higher education, yet its effects in English for Specific Purposes (ESP) contexts, particularly from a Self-Determination Theory perspective, remain underexplored. This study examines whether gamification in a Moodle-based ESP course is associated with differences in students’ course satisfaction. A total of 94 undergraduate students participated in a quasi-experimental study, enrolling in either a gamified or non-gamified course format. Gamification was implemented using the Level Up plugin and H5P interactive activities. Students’ perceptions were measured using selected items from the Course Satisfaction Questionnaire. Non-parametric analyses (Mann–Whitney U tests with Holm–Bonferroni correction) were applied. Results show statistically significant differences favoring the gamified format in engagement and enjoyment, motivation to participate, and willingness to recommend the course. Differences in perceived competence and support for individual learning were positive but not statistically significant. These findings suggest that gamification in ESP is associated with more favorable motivational and affective dimensions of course satisfaction, while effects on broader learning-related perceptions remain less conclusive. This study contributes by providing evidence from a controlled LMS-based implementation and highlights the importance of theoretically grounded gamification design.