Simulated Uncertainty in Gamified Language Learning: Investigating Resilience, Academic Buoyancy, and On-Task Focus Through the Lens of Expectancy-Value Theory and Operant Conditioning

Abstract

Gamification has gained prominence in language education for its ability to enhance learner motivation and engagement, yet the role of simulated uncertainty within these environments remains underexplored. This study addresses this gap by examining how unpredictable elements in gamified language learning influence Turkish EFL learners' resilience, academic buoyancy, and on-task focus, drawing on Expectancy-Value Theory and Operant Conditioning. A mixed-method approach was employed, involving 69 EFL students aged 16-18, randomly assigned to an experimental group (n = 36) receiving gamified instruction with simulated uncertainty or a control group (n = 33) receiving traditional non-gamified instruction without uncertainty. Quantitative data were collected using the Academic Resilience Scale, the Academic Buoyancy Scale, and an On-Task Focus Observation Checklist, while qualitative data were gathered through semi-structured interviews with 16 experimental group participants. Statistical analyses, including t-tests and ANCOVA, showed that the experimental group exhibited significantly greater improvements in resilience, buoyancy, and task-focused behavior compared to the control group, after controlling for pretest scores. Interview findings revealed that uncertain tasks fostered increased motivation, emotional regulation, and adaptive strategies, with participants noting that variable rewards and unpredictable challenges sustained their engagement and encouraged reflective learning. These results evidence that embedding simulated uncertainty in gamified instruction can enhance psychological and behavioral outcomes critical for language learning success. This study offers insights for designing motivationally supportive EFL instruction in technology-enhanced contexts.