Gamified Learning as a Strategic Tool for Addressing Differentiated Instruction Challenges in Nigerian Tertiary English Classrooms

Abstract

Differentiated instruction poses a significant challenge in Nigerian tertiary English classrooms due to diverse student backgrounds and varying proficiency levels. This study investigates the effectiveness of gamified learning as a strategic tool to enhance differentiated instruction. A mixed-methods approach was adopted using 200-level Language Arts students at the Federal University of Education, Zaria. Over six weeks, Kahoot! was integrated into lessons to promote engagement, motivation, and adaptive instruction. Results indicated notable improvements, particularly among lower-proficiency students. Qualitative data revealed enhanced collaboration, enthusiasm, and responsiveness to immediate feedback. Despite infrastructural limitations, the findings affirm gamification’s potential in advancing inclusive English language pedagogy. The study recommends technological investments and teacher training to optimize its use in tertiary institutions.