DOI: https://doi.org/10.36719/2663-4619/130/137-160
Gamma as a Digital Pedagogical Tool for Enhancing Learner Engagement, Autonomy, and Motivation in Blended Language Learning Contexts
Makhlouf Abdelkader1* , Selmi Sid Ahmed Zakaria2 , Makhlouf Ahmed3 ,
Amel May4 , Yeganə Gahramanova5
Abstract. This study empirically examines undergraduate students’ attitudes toward Gamma as a digital pedagogical tool used in online and blended foreign language learning contexts. Drawing on the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), the research investigates learners’ perceptions of Gamma in terms of usability, interactivity, engagement, learner autonomy, motivation, and instructional preference. A quantitative research design was employed, using a structured questionnaire administered to undergraduate students at El-Bayadh University Centre. The findings indicate consistently positive attitudes toward Gamma, particularly regarding ease of use, interactivity, and motivational impact. The results further suggest that Gamma supports learner autonomy and self-regulated learning processes, while also highlighting a continued preference among some students for traditional face-to-face instruction. These findings underscore the pedagogical value of blended learning models, in which digital tools complement rather than replace conventional classroom practices. The study contributes empirical evidence from an underrepresented higher education context and offers practical implications for technology-enhanced language instruction.
Keywords: Gamma, blended learning, learner autonomy, technology acceptance, language education