Gamification in Language Learning: Strategies and Impacts
Downloads
The integration of gamification in language learning has gained significant attention due to its potential to enhance engagement, motivation, and learning outcomes. Despite its growing popularity, there is a need for a comprehensive analysis of effective strategies and their impacts on learners. This study addresses this gap by exploring how gamification can be strategically implemented in language education. This research aims to identify effective gamification strategies in language learning and evaluate their impacts on learner motivation, engagement, and proficiency. A mixed-methods approach was employed, combining a systematic literature review of 50 studies from Scopus-indexed journals (Q1 and Q2) with a quasi-experimental study involving 120 language learners. Data were collected through surveys, interviews, and pre-post proficiency tests. The findings reveal that gamification strategies such as point systems, leaderboards, and narrative-driven tasks significantly improve learner motivation and engagement. Additionally, learners exposed to gamified environments demonstrated a 20% higher proficiency gain compared to traditional methods. Gamification is a powerful tool in language learning, offering innovative ways to enhance educational outcomes. However, its success depends on the careful design and alignment of game elements with learning objectives.
Abdulbaki, S., Khasawneh, M. A. S., & Tashtoush, M. A. (2025). The effectiveness of gamified learning environments in promoting grammar mastery in Jordanian secondary school EFL learners. International Journal of Innovative Research and Scientific Studies, 8(2), 3375–3386. Scopus. https://doi.org/10.53894/ijirss.v8i2.6013
Acuña, O. L., Santos Carvajal, D. M., Bolanos-Barbosa, A. D., Torres-Vanegas, J. D., Alvarez Solano, O. A., Cruz, J. C., & Reyes, L. H. (2025). Fostering technical proficiency and professional skills: A multifaceted PO-PBL strategy for unit operations education. Education for Chemical Engineers, 51, 64–78. Scopus. https://doi.org/10.1016/j.ece.2025.01.001
Ai, Y., Hu, Y., & Zhao, W. (2025). Interactive learning: Harnessing technology to alleviate foreign language anxiety in foreign literature education. Interactive Learning Environments, 33(3), 2440–2459. Scopus. https://doi.org/10.1080/10494820.2024.2409990
Alexander, C. H. C., Sivakumar, S., & Kumar, S. P. S. (2024). Gamification in CAD learning: A methodological approach for engineering curriculum. Dalam Nataraj C., Sivanesan S.K., Yong L.C., Cheong A.C.H., Perumal S.K.S., & Thiruchelvam V. (Ed.), AIP Conf. Proc. (Vol. 3161, Nomor 1). American Institute of Physics; Scopus. https://doi.org/10.1063/5.0229644
Alkhawaldeh, M. A., & Khasawneh, M. A. S. (2024). Designing gamified assistive apps: A novel approach to motivating and supporting students with learning disabilities. International Journal of Data and Network Science, 8(1), 53–60. Scopus. https://doi.org/10.5267/j.ijdns.2023.10.018
Arribathi, A. H., Awalia Rahmawati, F., Supriyono, I. A., Anggraini Santoso, N., & Audiah, S. (2024). Evaluating Gamified Platform for Enhancing Arabic Language Proficiency Using TAM. Int. Conf. Creat. Commun. Innov. Technol., ICCIT. 2024 3rd International Conference on Creative Communication and Innovative Technology, ICCIT 2024. Scopus. https://doi.org/10.1109/ICCIT62134.2024.10701098
Cascella, M., Cascella, A., Monaco, F., & Shariff, M. N. (2023). Envisioning gamification in anesthesia, pain management, and critical care: Basic principles, integration of artificial intelligence, and simulation strategies. Journal of Anesthesia, Analgesia and Critical Care, 3(1). Scopus. https://doi.org/10.1186/s44158-023-00118-2
Ciccarelli, S., Peña, D., Ferraro, F. V., Carlos Martinez-Santos, J., & Puertas, E. (2024). TRIP a-Bike: An Interactive Educational System for Learning English as a Second Language. Proc. LACCEI Int. Multi-Conf. Eng. Educ. Technol. Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology. Scopus. https://doi.org/10.18687/LACCEI2024.1.1.1873
Fernández-Ortega, C., Trigueros, R., & Fernández, A. (2024). Frustration of basic psychological needs and emotions in communicative intent in English as a foreign language. Porta Linguarum, 2024-June(42), 197–214. Scopus. https://doi.org/10.30827/portalin.vi42.29389
Gallo, V., Galarza, J., Játiva, S., Rivas, K., Quishpe, S., & Marcillo, F. (2023). Analysis of the usability of mobile applications and gamification as a method for teaching and learning English in Ecuador. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 2023(Special issue E63), 65–80. Scopus.
Gill, A. S., Irwin, D., Towey, D., & Zhang, Y. (2024). Mobile Microlearning to Scaffold Project-Based Learning Using ARCS Model: A Preliminary Study. Dalam Shahriar H., Ohsaki H., Sharmin M., Towey D., Majumder AKM.J.A., Hori Y., Yang J.-J., Takemoto M., Sakib N., Banno R., & Ahamed S.I. (Ed.), Proc. - IEEE Annu. Comput., Softw., Appl. Conf., COMPSAC (hlm. 411–420). Institute of Electrical and Electronics Engineers Inc.; Scopus. https://doi.org/10.1109/COMPSAC61105.2024.00064
Ho, F. S. H., Wong, N., Li, A. W. C., & Lau, L. (2023). Enhancing language self-efficacy of EFL university students through experiential learning: A study of the learning league project. Int. Conf. High. Educ. Adv., 1089–1096. Scopus. https://doi.org/10.4995/HEAd23.2023.16219
Hromko, T., Vasylenko, O., Chepelyuk, N., & Hromko, Y. (2024). Digital Transformation of Linguistic Pedagogy. Proc. Inter. Conf. Appl. Inno. IT, 12(2), 45–55. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85219184907&partnerID=40&md5=5f8244d14418e4e1220ca9a3e50b9911
Hsu, M.-H., & Chen, Y.-H. (2024). Personalized Medical Terminology Learning Game: Guess the Term. Games for Health Journal, 13(2), 84–92. Scopus. https://doi.org/10.1089/g4h.2023.0054
Irfan, R. I., & Arifin, Y. (2025). Enhancing Foreign Speakers’ Satisfaction in Learning Indonesian Language with a Gamified Multiplatform Approach. Informatics, 12(1). Scopus. https://doi.org/10.3390/informatics12010011
Ismail, U. S., Makhtar, N. I., Chulan, M., & Ismail, N. (2023). A Model Framework for the Implementation of Gamification in Arabic Teaching in Malaysia. Theory and Practice in Language Studies, 13(11), 2800–2805. Scopus. https://doi.org/10.17507/tpls.1311.09
Khamis, N., Yunus, M. M., & Mansor, A. Z. (2024). Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency. International Journal of Learning, Teaching and Educational Research, 23(2), 436–460. Scopus. https://doi.org/10.26803/ijlter.23.2.21
Levi, E. I. (2024). Technology in lifelong language learning. Dalam Embrac. Technol. Adv. For Lifelong Learn. (hlm. 253–277). IGI Global; Scopus. https://doi.org/10.4018/979-8-3693-1410-4.ch012
Li, C., Fryer, L. K., & Chu, S. K. W. (2025). Utilising gamified formative assessment to support English language learning in schools: A scoping review. Innovation in Language Learning and Teaching, 19(2), 188–204. Scopus. https://doi.org/10.1080/17501229.2024.2352789
Liu, L. (2025). Impact of AI gamification on EFL learning outcomes and nonlinear dynamic motivation: Comparing adaptive learning paths, conversational agents, and storytelling. Education and Information Technologies. Scopus. https://doi.org/10.1007/s10639-024-13296-5
Magno, J. M., Indal, R. S., Chavez, J. V., Garil, B. A., & Delos Reyes, R. B. (2024). Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers. Forum for Linguistic Studies, 6(4), 404–419. Scopus. https://doi.org/10.30564/fls.v6i4.6742
Murray, A. K., Chen, I.-S. J., & Liu, Y.-T. (2024). Unlocking the Magic of Gamification for Preschool Language Learners: A Non-digital Approach to Boosting Reading Engagement at Home: ????????????????????. English Teaching and Learning, 48(2), 155–188. Scopus. https://doi.org/10.1007/s42321-024-00166-z
Nechifor, A. (2024). Gamified Romanian for Specific Purposes: A Journey to Engaged Language Acquisition. Analele Universitatii Ovidius Constanta, Seria Filologie, 35(2), 348–371. Scopus.
Orak, S. D. (2025). An overview of the place of games and gamification in SLA from the global skills perspective: A narrative literature review. Dalam Educ. Games: Enhancing learn. Through interact. Exp. (hlm. 61–82). Nova Science Publishers Inc.; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000225566&partnerID=40&md5=343aa71e6220f24248aa966d91908301
Qub’a, A. A., Al-Haj Eid, O. A., Hasan, G. A., & Herz, J. A. (2024). The Effect of Utilizing Gamification in Enhancing English Language Skills in University Settings. World Journal of English Language, 14(4), 428–436. Scopus. https://doi.org/10.5430/wjel.v14n4p428
Riwayatiningsih, R., Prastikawati, E. F., Muchson, M., Haqiqi, F. N., Setyowati, S., & Kartiko, D. A. (2025). Empowering Higher-Order Thinking Skills in Writing through Gamification and Multimodal Learning within PBL. Forum for Linguistic Studies, 7(2), 385–398. Scopus. https://doi.org/10.30564/fls.v7i2.8119
Roseni, E., & Muho, A. (2024). IMPACT OF GAMIFICATION AND INTERACTIVE LANGUAGE LEARNING PLATFORMS ON ENGAGEMENT AND PROFICIENCY IN ENGLISH LANGUAGE EDUCATION. Journal of Education Culture and Society, 15(2), 205–222. Scopus. https://doi.org/10.15503/jecs2024.2.205.222
Sochol, R. D., & Fazelpour, M. (2024). An Exploration of Game-Based Learning in Enhancing Engineering, Design, and Robotics Education via”The Legend of Zelda: Tears of the Kingdom”. ASEE Annu. Conf. Expos. Conf. Proc. ASEE Annual Conference and Exposition, Conference Proceedings. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85202046218&partnerID=40&md5=48d151fcdb0a8f74056feb240d483d8a
Song, J., Wang, R., Wu, X., & Zhang, Z. (2025). Unboxing autonomous motivation, controlled motivation, and oral skills among EFL learners: Insights into gamification through the lens of broaden-and-build theory. Learning and Motivation, 90. Scopus. https://doi.org/10.1016/j.lmot.2025.102110
Suryapranata, L. K. P., & Gozali, G. I. (2024). Enhancement of Indonesian Language Learning Motivation Using Trivia Game. Proc. - Int. Conf. Technol. Innov. Its Appl., ICTIIA. Proceedings - 2024 2nd International Conference on Technology Innovation and Its Applications, ICTIIA 2024. Scopus. https://doi.org/10.1109/ICTIIA61827.2024.10761062
Truong, M. T., & Dinh, H. N. (2024). Using Kahoot! To Teach English Vocabulary: Benefits, Drawbacks, and Actual Impacts from Students’ Perspective. CALL-EJ, 25(2), 201–223. Scopus.
Viteri, A. E. O., & Páez-Quinde, C. (2024). Technological Tools as a Motivational Strategy in English Language Learning among University. IEEE Integr. STEM Educ. Conf., ISEC. 2024 IEEE Integrated STEM Education Conference, ISEC 2024. Scopus. https://doi.org/10.1109/ISEC61299.2024.10664884
Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29(5), 6217–6239. Scopus. https://doi.org/10.1007/s10639-023-12034-7
Zhang, Z., & Huang, X. (2024). Exploring the impact of the adaptive gamified assessment on learners in blended learning. Education and Information Technologies, 29(16), 21869–21889. Scopus. https://doi.org/10.1007/s10639-024-12708-w
Zubkov, A. (2023). Gamification in Teaching Foreign Languages to Economics Students: A Case Study. Dalam Bylieva D. & Nordmann A. (Ed.), Lect. Notes Networks Syst.: Vol. 829 LNNS (hlm. 297–313). Springer Science and Business Media Deutschland GmbH; Scopus. https://doi.org/10.1007/978-3-031-48016-4_21
Copyright (c) 2024 Azhariah Rachman, Daiki Nishida, Desy Liliani Liliani Husain
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
