Games enabled me to learn 30

Design and content of the games was appealing 26

Games were entertaining 25
Games promoted knowledge retention 22
Games provided collaboration 20
Games increased my interest in the lesson 12
Games enabled me to review 9
Games fostered my motivation 8
I did not get bored in the lesson at all 7
Games made me like the lesson 6
Games boosted my confidence 2
I corrected my mistakes

Students’ views Frequency

It is effective in learning 27
It is not monotonous/boring 25
It is entertaining 17
It promotes knowledge retention 15
It encourages active participation 11
It is interesting 8
It increases motivation 8
It made the lesson interesting 6
It promoted collaboration with my peers 4
It develops self-confidence

They make the lesson more

entertaining
 They promote collaboration
among students
 They encourage active student
participation
 They increase motivation
towards the lesson
 They make lessons enjoyable
and attract attention
They make the lesson more
entertaining
 They promote collaboration
among students
 They encourage active student
participation
 They increase motivation
towards the lesson
 They make lessons enjoyable
and attract attention
 They keep students engaged in
the material
 They empower students to
correct their own
 They make the lesson more
entertaining
 They promote collaboration
among students
 They encourage active student
participation
 They increase motivation
towards the lesson
 They make lessons enjoyable
and attract attention
 They enable to overcome
challenges
 They boost students’ self-
confidence
 They enable to overcome
challenges
 They boost students’ self-
confidenc
 They enable to overcome challenges
 They boost students’ self-confidenc

They make the lesson more

entertaining
 They promote collaboration
among students
 They encourage active student
participation
 They increase motivation
towards the lesson
 They make lessons enjoyable
and attract attention
 They enable to overcome
challenges
 They boost students’ self-
confidence
They make the lesson more entertaining
 They promote collaboration among students
 They encourage active student participation
 They increase motivation towards the lesson
 They make lessons enjoyable and attract attention to the topic
 They encourage effective communication among students
 They facilitate learning and provide visual learning
 They enable students to express themselves
 They help students to reinforce their knowledge by reviewing the topics
 They keep students engaged in the material
 They empower students to correct their own mistakes
 They enable to overcome challenges
 They boost students’ self-confidence

Motives for participating in the “PaGamO” were mainly intrinsic as suggested

in the top 10 motives of the list, i.e., (1) fun, (2) self-learning, (3) want to get a
higher grade in the final examination, (4) challenging, (5) want to get a higher
score in the game, (6) enjoyment, (7) I can choose when to play, (8) self-
achievement, (9) want to win, and (10) the game has high relevance to my
learning. The findings are consistent with previous research (Dominguez et al.,
2013; Sun-Lin and Chiou, 2019) and they support the gamified design to make
learning tasks more interesting and fun, thereby attracting students’ attention
and motivating them to complete the learning tasks.

(1) “In my opinion, the use of ‘PaGamO’ enables me to better prepare for the
final examination” (M = 5.04, SD = 1.41), (2) “In my opinion, the use of
‘PaGamO’ enables me to understand learning contents” (M = 4.8, SD = 1.19),
(3) “In my opinion, the use of ‘PaGamO’ allows me to apply knowledge” (M =
4.75, SD = 1.08), (4) “In my opinion, by using ‘PaGamO,’ I can learn easily”
(M = 4.67, SD = 1.28), and (5) “In my opinion, using ‘PaGamO’ enhances my
learning performance” (M = 4.65, SD = 1.35)