Akademik Veri Yönetim Sistemi
12th Workshop on Cloud Technologies in Education, CTE 2024, Kryvyi Rih, Ukrayna, 12 Mayıs 2025, cilt.4043, ss.188-199, (Tam Metin Bildiri)
Game-based learning platforms have emerged as transformative tools in English as a Second Language (ESL) education, yet comparative analyses of their differential effects remain scarce. This mixed-methods study investigates Turkish university students' (N = 45) attitudes toward three prominent platforms - Kahoot, Jeopardy, and Bamboozle - through the theoretical framework of Self-Determination Theory (SDT). Employing a convergent parallel design, we collected quantitative data via validated questionnaires measuring motivation, engagement, vocabulary/grammar reinforcement, and stress reduction, complemented by qualitative insights from semi-structured interviews. Kruskal-Wallis H tests revealed nuanced platform-specific effects: Kahoot excelled in fostering intrinsic motivation (91% agreement) and participation (87%), Jeopardy provided structured content review with moderate engagement (82% motivation), while Bamboozle uniquely addressed emotional well-being (84% stress relief). Mann-Whitney U tests indicated no significant gender or proficiency-based differences, suggesting universal applicability across diverse learner profiles. Structural equation modeling revealed that platform choice mediated the relationship between autonomy support and learning outcomes (β = 0.42, p < .001). These findings extend SDT by demonstrating how different gamification mechanics satisfy distinct psychological needs, with implications for adaptive learning design. The study contributes to the growing body of Computer-Assisted Language Learning (CALL) literature by providing empirical evidence for strategic platform selection based on pedagogical objectives and learner needs.