Students report games make the classroom atmosphere fun and increase participation¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The most frequent codes for games' effect on engagement and atmosphere were fun and increased participation. → Ismayilli 2025

Evidence¶

Ismayilli 2025¶

Ismayilli, T. M., Mammadova, K. M., & Asadova, A. A. (2025). The impact of educational games on speaking skills in the foreign language teaching process. Novitas-ROYAL (Research on Youth and Language), 19(1), 229–240. https://eric.ed.gov/?id=EJ1469668

q2 · i? · qualitative · r2

Content analysis of interview responses on class atmosphere (Table 2) found 13 students said games made the atmosphere fun, 9 said participation increased, and 5 said desire to learn increased; one student reported the classroom changed positively as excitement and desire to learn increased.

"it was determined that 13 of the students stated that games made the classroom atmosphere fun, nine increased participation in the lesson, and 5 increased their desire to learn."

Discussion¶

Related Claims¶

• Students view games as relaxing and fun, building confidence for speaking — related
• EFL students report that games reduce speaking stress and improve speaking skills — related
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
• Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second — related
• Students perceive a low-stress climate—supportive teacher behavior and an undistressed social environment—as a critical condition for fun in learning — related
• Students perceive diversity in learning—varied content, outdoor and technology-supported approaches, and physical activity—as essential to fun in learning — related