Gamified Problem-Based Learning: A Pedagogical Innovation to Enhance Self-Efficacy among Undergraduate EFL Learners in China

Abstract

This study examines the effectiveness of Gamified Problem-Based Learning (GPBL) in enhancing learning self efficacy among English as a Foreign Language (EFL) learners in China. An experimental pretest-posttest control-group design involving 120 first-year undergraduate students compared a GPBL intervention with current instruction over 4 weeks. The GPBL module integrated game elements (points, leaderboards, rewards) with problem-based learning activities centred on authentic real-world scenarios. Results from analysis of covariance revealed significant improvements in learning behavioural self-efficacy and learning ability self-efficacy compared to the control group. Findings demonstrate that GPBL systematically activates Bandura's four sources of self-efficacy, addressing the relatively low learning self-efficacy in Chinese College English education. The large effect sizes suggest that integrated pedagogical approaches combining game mechanics with authentic problem-solving can substantially enhance learners' learning self-efficacy in executing specific learning behaviours and in their overall English learning capacity, offering potential directions for curriculum reform in higher education.