The main purpose of gamification is to motivate people to change behaviors or develop skills (Hunicke et.al., 2004). The aim of the study was to determine the effect of physical activity supported gamification on vocabulary learning in fifth grade students. A total of 59 students (29 girls and 30 boys) with a mean age of 9.69 ± 0.46 (mean ± SD) were grouped as physical activity-supported gamification (FADOE) group (n=27) or traditional education (GE) group (n=32). Vocabulary test was applied to groups before and after 16 weeks of application. While the groups were taught 2 hours of traditional English for 16 weeks, the FADOE group received 1 hour per week physical activities supported gamification method to improve basic motor skills and vocabulary. Leadership table and certificates of achievement were used as gamification elements. In the GE group, presentation, ask and answer, group work techniques were applied. There was no statistically significant difference between the groups when data from pre-test were analyzed. On the other hand, after 16 weeks of application, it was shown that there was a significant increase in the vocabulary level of the FADOE group when compared with the GE group (p=.04). As a result of paired comparisons using pre and post measurement data in each group, there was a statistically significant increase in FADOE group (p=.01). In the light of the findings obtained in this study, it is predicted that physical activity-supported gamification method will provide permanent learning in foreign language learning and it should be used as an innovative method that increases motivation and commitment.
Gamification, Vocabulary, Physical Activity, Motivation