This thesis investigates the implementation of gamified tasks through an educational escape room on student engagement in a 6th grade EFL Norwegian class, containing 27 students. Action research was utilized as the research method in this study, with focus on whether a gamified lesson could be implemented in an average classroom. It was also selected due to the researcher’s aspiration of reviewing and bettering their own teaching practice. Lastly, it was selected in order to conduct the study in a natural environment, with students familiar to the researcher.
The study aimed to explore whether the design of glossary and grammar exercises can affect student motivation and whether implementing these exercises in a meaningful context can aid the learners in acquiring vocabulary. The study found that gamification can enhance student engagement and motivation in language learning when tasks have been carefully designed to learners’ abilities. The study highlights the importance of effective student collaboration, task design and storytelling when creating engaging lessons that align with learning objectives.
This thesis aimed to contribute to the knowledge of implementing educational escape rooms, gamification and action research in a practical setting. Additionally, it intended to gain a perspective regarding actively utilizing student feedback in lesson design
