Gamification Boosts Motivation and Language Skills in Young English Learners
DOI:
https://doi.org/10.70036/cltls.v2i1.29Keywords:
Gamification, English Language Learning, Young LearnersAbstract
General Background: Gamification has emerged as an innovative pedagogical tool to enhance student engagement in education, particularly in language learning. Specific Background: By incorporating game elements such as rewards, competition, and interactive challenges, gamification has demonstrated its potential in improving motivation and knowledge retention among young English learners. However, its long-term effectiveness and practical implementation remain underexplored. Knowledge Gap: Limited research examines the sustained impact of gamification on language acquisition, particularly across diverse educational contexts in Asia. Additionally, challenges such as technological constraints, budget limitations, and integration into traditional curricula hinder its widespread adoption. Aims: This study systematically reviews 25 studies published between 2019 and 2024 to evaluate gamification’s impact on English language learning for young learners. Results: The findings indicate that gamification enhances motivation, vocabulary acquisition, and language proficiency while fostering immersive, anxiety-free learning environments that encourage autonomous learning. Novelty: This study provides new insights into the long-term effectiveness of gamification and offers a structured framework for integrating it into formal language education. Implications: The study highlights the need for sustainable gamification strategies, teacher training, and accessible technology to ensure equitable learning opportunities. These findings serve as a foundation for future research on effective gamification-based language learning.
References
Abbas, M. F. F., & Marwa, M. (2023). Investigating Students' Perceptions of Digital Literacy in Meeting 21st Century Skill Demands. Jurnal Pendidikan, 11(2), 261–270. https://doi.org/10.36232/pendidikan.v11i2.3987
Ali, R., & Abdalgane, M. (2022). The Impact of Gamification "Kahoot App" in Teaching English for Academic Purposes. World Journal of English Language, 12(7), 18–27. https://doi.org/10.5430/wjel.v12n7p18
Anunpattana, P., Pimdee, P., & Wannapiroon, P. (2021). Capturing Potential Impact of Challenge-Based Gamification. Heliyon, 7(9).
Bozkurt, A., & Durak, G. (2018). A Systematic Review of Gamification Research: In Pursuit of Homo Ludens. International Journal of Game-Based Learning, 8(3), 15–33.
Çetin, Y., & Solmaz, E. (2020). EFL Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Self-Efficacy: A Structural Equation Modeling Approach. International Journal of Contemporary Educational Research, 7(2), 144–162.
Copland, F., Garton, S., & Burns, A. (2014). Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities. TESOL Quarterly, 48(4), 738–762.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., & Talaee, E. (2019). Using Gamification to Support Learning English as a Second Language: A Systematic Review. Computer Assisted Language Learning, 34(1), 1–24. https://doi.org/10.1080/09588221.2019.1648298
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining "Gamification." The 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15.
Dichev, C., Dicheva, D., & Irwin, K. (2020). Gamifying Learning for Learners. International Journal of Educational Technology in Higher Education, 17(54).
Facey-Shaw, L., Specht, M., Van Rosmalen, P., Borner, D., & Bartley-Bryan, J. (2017). Educational Functions and Design of Badge Systems: A Conceptual Literature Review. IEEE Transactions on Learning Technologies, 11(4), 536–544. https://doi.org/10.1109/TLT.2017.2773508
Faiella, F., & Ricciardi, M. (2015). Gamification and Learning: A Review of Issues and Research. Journal of E-Learning and Knowledge Society, 11(3).
Flores, J. F. F. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 27(21), 32–54.
Fogarty, T.-L. (2019). A Description of Gamification in Teaching Second Language Pharmacy Technician Students. Pharmacy Education, 19.
Guo, B. (2023). Affective Factors and Pedagogical Implications in Young Learners’ English Learning. English Language Teaching and Linguistics Studies, 5(4). https://doi.org/10.22158/eltls.v5n4p45
Hamari, J., Koivisto, J., & Sarsa, H. (2016). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. The 47th Hawaii International Conference on System Sciences.
Hamuddin, B., Rahman, F., Pammu, A., Sanusi Baso, Y., & Derin, T. (2020). Cyberbullying Among EFL Students’ Blogging Activities: Motives and Proposed Solutions. Teaching English with Technology, 20(2), 3–20.
Hassan, L., & Hamari, J. (2019). Gamification of E-Participation: A Literature Review. The 52nd Hawaii International Conference on System Sciences.
Hockly, N. (2012). Digital Literacies. ELT Journal, 66(1), 108–112. https://doi.org/10.1093/elt/ccr077
Hsu, T., Chang, C., Wu, L., & Looi, C. (2022). Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.888215
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The Impact of Gamification in Educational Settings on Student Learning Outcomes: A Meta-Analysis. Educational Technology Research and Development, 68, 1875–190.
Inayati, N., & Waloyo, A. A. (2022). The Influence of Quizziz-Online Gamification on Learning Engagement and Outcomes in Online English Language Teaching. JEFL (Journal on English as a Foreign Language, 12(2).
Jong, E. de. (2020). The Changing Landscape of English Teaching. International Journal of TESOL Studies, 2(4), 119–127. https://doi.org/10.46451/ijts.2020.12.11
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Pfeiffer.
Koivisto, J., & Hamari, J. (2019). The Rise of Motivational Information Systems: A Review of Gamification Research. International Journal of Information Management, 45, 191–210.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc.
Landers, R. N. (2015). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 46(6), 1-23. https://doi.org/10.1177/1046878114563660
Li, R., Meng, Z., Tian, M., Zhang, Z., & Xiao, W. (2019). Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: The roles of learner and contextual factors. Computer Assisted Language Learning, 32(5-6), 1-23. https://doi.org/10.1080/09588221.2019.1619585
Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. Proceedings of the 2nd International GamiFIN Conference, 11–19.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ, 339, b2535. https://doi.org/10.1136/bmj.b2535
Naderiheshi, A. (2022). Review of literature on teaching English vocabularies through games to young language learners. Journal of Language Teaching and Research, 13(1), 12–19. https://doi.org/10.17507/jltr.1301.02
Nageswari, R. (2021). Advantages of mobile gamification in learning English language. Turkish Journal of Computer and Mathematics Education, 12(6), 4212–4218.
Nikolov, M., & Djigunović, J. M. (2019). Teaching young language learners. Springer.
Oktavia, D., Mukminin, A., Marzulina, L., Harto, K., Erlina, D., & Holandyah, M. (2022). Challenges and strategies used by English teachers in teaching English language skills to young learners. Theory and Practice in Language Studies, 12(2), 382–387. https://doi.org/10.17507/tpls.1202.22
Pérez, G. M. G., Ragoonaden, K., & Campbell, R. (2014). English language learners and intercultural competence. The Online Journal of New Horizons in Education, 4(1).
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2020). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283.
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sanmugam, M. A., Zaid, N. M., Abdullah, Z. B., & Aris, B. (2016). The impacts of infusing game elements and gamification in learning. IEEE 8th International Conference on Engineering Education (ICEED). https://doi.org/10.1109/ICEED.2016.7856058
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
Shi, L., & Cristea, A. I. (2016). Motivational gamification strategies rooted in self-determination theory for social adaptive e-learning. Lecture Notes in Computer Science, 9684, 294–300.
Simbaña-Simbaña, E. A., Sarabia-Guevara, D. A., García-Vilema, F. R., & Pico-Poma, J. P. (2023). Gamification for improving oral communication skills in English as a foreign language learners. CIENCIAMATRIA, 9(9). https://doi.org/10.35381/cm.v9i2.1176
Sun-Lin, H.-Z., & Chiou, G.-F. (2019). Effects of gamified comparison on sixth graders’ algebra word problem solving and learning attitude. Journal of Educational Technology & Society, 22(1), 120–130.
Tek, O. E., Azman, M. N. A., Singh, T. S. M., & Yunus, M. M. (2021). A review of data analysis for gamification: Challenges, motivations, recommendations and methodological aspects. Turkish Journal of Computer and Mathematics Education, 12(3), 928–960.
Tiana, E. A., Anwar, K., & Marifah, U. (2021). Applying online gamification as the media in online learning for enhancing learners’ vocabulary. Journal of English Teaching, Literature, and Applied Linguistics, 5(2), 79–85. https://doi.org/10.30587/jetlal.v5i2.3305
Toda, A. M., Klock, A. C. T., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., & Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing gamification taxonomy. Smart Learning Environments, 6(16).
Van Roy, R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283–297.
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Zourmpakis, A., Kalogiannakis, M., & Papadakis, S. (2023). Adaptive gamification in science education: An analysis of the impact of implementation and adapted game elements on students’ motivation. Computers, 12(7). https://doi.org/10.3390/computers12070143
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Rotua Tresia Siringo Ringo , Bobur Sabirov , Khaerunnisa Tayibu , Andi Aztrid Fitrayani Alam
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
Authors who publish with Comparative Linguistics, Translation and Literary Studies agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
License
This work is licensed under CC BY 4.0
