This study explores students’ perceptions of student-created gamification in relation to motivation, satisfaction, engagement, and perceived learning performance among English level one students at Dhofar University, Salalah, Oman. Grounded in self-determination theory (SDT), the research examines how granting students autonomy to design game-related learning activities is associated with their reported motivation and engagement. A convergent mixed-methods, non-experimental design was employed, combining quantitative descriptive data and qualitative insights collected through a post-activity questionnaire. Quantitative findings indicate high levels of reported satisfaction, enjoyment, and willingness to engage in student-created activities, while qualitative findings highlight themes of autonomy, creativity, collaboration, and emotional engagement. Students described a sense of ownership over learning and valued opportunities for peer interaction and creative expression. Rather than establishing causal effects, the findings illustrate how students experience and interpret student-generated gamified activities in the English as a Foreign Language (EFL) classroom context. The study highlights the potential value of student-centered gamified learning approaches for supporting engagement and motivation and offers practical insights for educators and curriculum designers seeking to foster meaningful learning experiences. However, given the exploratory nature of the study and the small sample size, the findings should be interpreted with caution, highlighting the need for further exploration.
Ebaa Refai’e Momani (Fri,) studied this question.