Researchers’ and Students’ Opinions on the Implementation of User Type-Based Gamified Lesson Plans

OpenAlex Türkçe

Gamification is increasingly used to enhance student participation in education, with research indicating that its effectiveness depends largely on instructional design and sensitivity to individual learner characteristics. Accordingly, this study examines the implementation process of gamified lesson plans designed according to user types in Turkish language courses, focusing on students’ experiences and process-based reflections. A qualitative case study design was employed with 60 sixth-grade students selected through purposive sampling. The eight-week implementation was conducted in Turkish lessons. Data were collected via semi-structured student interviews and a researcher’s journal. User types were identified using the “Player Types Scale for Gamification” adapted into Turkish by Akgün and Topal (2018), data were analyzed through content analysis with reliability supported by expert review.The findings indicate that students evaluated the gamified lesson plans positively, describing the activities as enjoyable and engaging. Student opinions revealed increased participation, satisfaction, and collaboration. The researcher’s diary showed a gradual improvement in classroom participation following revisions based on student feedback. Overall, the study suggests that gamified lesson plans designed according to user types can enhance student participation in Turkish lessons and support enjoyable learning experiences, highlighting the importance of flexible, student-centered gamification designs sensitive to individual differences and classroom dynamics.