Using Gamified Activity-Based Learning to Transform Classroom Dynamics from Pedagogy to Heutagogy

Abstract

This research study, which is both conceptual and design-oriented, contends that the incorporation of gamified activity-based learning (GABL) rooted in heutagogical principles can transform classroom dynamics from a teacher-centered transmission model to a learner-centered capability development approach. This paper, grounded in heutagogy (self-determined learning), self-determination theory, and gamification literature, (1) delineates a theoretical framework that aligns heutagogical constructs (autonomy, capability, double-loop learning, reflection) with gamified activity design; (2) proposes a design-based research (DBR) intervention for language and classroom environments; and (3) details data collection and analysis strategies, expected outcomes, and practical implications. The method emphasizes learner autonomy, collaborative evaluation, continuous reflection, and contextual game components to promote enduring engagement, metacognition, and transferable skills. The implications for teacher education, curriculum development, and future empirical research are examined.