Use of Gamified Speech Relay Challenge to enhance the Purposive Communication Skills of College Students

Abstract

This study examined the effectiveness of a Gamified Speech Relay Challenge in enhancing the oral communication skills of first-year college students. Despite sustained exposure to formal language instruction, many learners continue to experience difficulties in fluency, coherence, pronunciation, and confidence during speaking tasks, which may hinder their academic participation and communicative competence. Addressing this concern, the study aimed to determine whether gamified speaking activities significantly improve students’ oral performance and engagement. Grounded in Gamification Learning Theory, Cognitive Load Theory, and Self-Determination Theory, the study employed an explanatory sequential mixed-methods design. The quantitative phase utilized a one-group pre-test and post-test approach to measure changes in students’ oral communication skills, while the qualitative phase explored students’ experiences to explain the observed outcomes. Participants were selected through purposive sampling based on their enrollment in an oral communication course. The intervention consisted of structured, time-bound, and collaborative speaking tasks incorporating game-based elements, including scoring systems, team competition, progressive task difficulty, and the use of “confidence coins” and game cards as motivational tools. Results revealed a statistically significant improvement in oral communication skills (M gain = 7.06, t(15) = -15.54, p < .001), with a very large effect size (Cohen’s d = 3.88). Qualitative findings further indicated increased motivation, active engagement, enhanced fluency and organization of ideas, and reduced speaking anxiety among participants. These findings demonstrate that structured gamified instructional strategies effectively enhance students’ speaking performance and classroom participation. The study concludes that integrating gamified approaches into oral communication courses can support both the cognitive and affective dimensions of learning and recommends their inclusion in language curricula, with teacher training and further research across diverse educational contexts.