APPLYING BLOOM`S TAXONOMY WITHIN GAMIFIED LEARNING ENVIRONMENTS TO PROMOTE CRITICAL THINKING OF EFL STUDENTS
Keywords:
EFL, Critical thinking, gamification, Bloom`s taxonomyAbstract
This article examines an integration of Bloom`s Taxonomy within gamified learning environments to enhance students` critical thinking skills. This study aims to highlight that the systematic cognitive levels varying from remembering to creating can be integrated into game mechanics to encourage deeper learning. The study is intended to employ a mixed method approach to collect data from the participant engaged in the gamified curriculum. The results show that applying game tasks with higher order cognitive progressions considerably expands students` analytical and evaluative abilities. This article contributes to understanding that gamified instruction based on Bloom`s Taxonomy offers an efficient framework for advancing critical thinking.
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