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The Role Of Gamification In English Language Teaching: A Literature Review

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Abstract

This literature review examines the impact of gamification in English language teaching (ELT) on motivation, engagement, and learning outcomes. Gamification, the integration of game elements into education, has gained attention as a promising approach to enhance language learning. The findings reveal that gamification positively influences student motivation in ELT. Elements like points, leaderboards, and rewards create a sense of achievement and intrinsic motivation. Engaged students are more likely to persist and participate actively in language learning. Gamification promotes active learning and engagement, with interactive activities involving vocabulary acquisition, grammar practice, and language production. It provides a safe space for students to experiment, apply knowledge, and develop linguistic skills. Collaboration and social interaction are fostered through gamification, encouraging teamwork and peer feedback. This enhances language and interpersonal skills. Immediate feedback and progress tracking in gamification offer valuable learning opportunities. Students receive real-time feedback and monitor their progress, enabling adjustments in learning strategies. However, implementing gamification in ELT faces challenges such as technology constraints and pedagogical considerations. Striking a balance between engagement and curriculum objectives is crucial. Teacher training and professional development are necessary. In conclusion, gamification plays a significant role in ELT by enhancing motivation, engagement, collaboration, and active learning. Despite challenges, embracing gamification and its best practices can create immersive learning environments, empowering students in their English language proficiency. Abstrak Tinjauan literatur ini mengkaji dampak gamifikasi dalam pengajaran bahasa Inggris (ELT) terhadap motivasi, keterlibatan, dan hasil pembelajaran. Gamifikasi, integrasi elemen-elemen permainan ke dalam pendidikan, telah mendapatkan perhatian sebagai pendekatan yang menjanjikan untuk meningkatkan pembelajaran bahasa. Temuannya mengungkapkan bahwa gamifikasi secara positif mempengaruhi motivasi siswa dalam ELT. Elemen-elemen seperti poin, papan peringkat, dan penghargaan menciptakan rasa pencapaian dan motivasi intrinsik. Siswa yang terlibat lebih mungkin untuk bertahan dan berpartisipasi secara aktif dalam pembelajaran bahasa. Gamifikasi mendorong pembelajaran dan keterlibatan aktif, dengan aktivitas interaktif yang melibatkan penguasaan kosakata, latihan tata bahasa, dan produksi bahasa. Ini memberikan ruang yang aman bagi siswa untuk bereksperimen, menerapkan pengetahuan, dan mengembangkan keterampilan linguistik. Kolaborasi dan interaksi sosial dipupuk melalui gamifikasi, mendorong kerja sama tim dan umpan balik dari teman sebaya. Hal ini meningkatkan keterampilan bahasa dan interpersonal. Umpan balik langsung dan pelacakan kemajuan dalam gamifikasi menawarkan kesempatan belajar yang berharga. Siswa menerima umpan balik secara real-time dan memantau kemajuan mereka, sehingga memungkinkan penyesuaian dalam strategi pembelajaran. Namun, penerapan gamifikasi dalam ELT menghadapi tantangan seperti kendala teknologi dan pertimbangan pedagogis. Mencapai keseimbangan antara keterlibatan dan tujuan kurikulum sangatlah penting. Pelatihan guru dan pengembangan profesional diperlukan. Kesimpulannya, gamifikasi memainkan peran penting dalam ELT dengan meningkatkan motivasi, keterlibatan, kolaborasi, dan pembelajaran aktif. Meskipun ada tantangan, merangkul gamifikasi dan praktik terbaiknya dapat menciptakan lingkungan belajar yang imersif, memberdayakan siswa dalam kemahiran bahasa Inggris mereka. Kata kunci: Gamifikasi; Bahasa Inggris; Pengajaran dan pembelajaran bahasa Inggris
Journal on Education
Volume 06, No. 01, September-Desember 2023, pp. 2847-2856
E-ISSN: 2654-5497, P-ISSN: 2655-1365
Website: http://jonedu.org/index.php/joe
The Role Of Gamification In English Language Teaching: A Literature
Review
Ni Putu Wulantari1, Azhariah Rachman 2, Mike Nurmalia Sari 3, Lulu Jola Uktolseja4, Agus Rofi'i 5
1IKIP Saraswati Tabanan, Jl. Pahlawan No.2, Delod Peken, Kec. Tabanan, Kabupaten Tabanan, Bali
2Universitas Halu Oleo, Kampus Hijau Bumi Tridharma, Anduonohu, Kec. Kambu, Kota Kendari, Sulawesi Tenggara
3STKIP Muhammadiyah Sungai Penuh, Jl. R.E. Martadinata No.2, Ps. Sungai Penuh, Kec. Sungai Penuh, Kota Sungai
Penuh, Jambi
4Universitas Victory Sorong, JL. Basuki Rahmat, Km. 11, 5, Klasaman, Klawuyuk, Distrik Sorong, Kota Sorong, Papua
Barat
5 Universitas Majalengka, Jl. Raya K H Abdul Halim No.103, Majalengka Kulon, Kec. Majalengka, Kabupaten Majalengka,
Jawa Barat
putuwulantari222@gmail.com
Abstract
This literature review examines the impact of gamification in English language teaching (ELT) on motivation,
engagement, and learning outcomes. Gamification, the integration of game elements into education, has gained
attention as a promising approach to enhance language learning. The findings reveal that gamification
positively influences student motivation in ELT. Elements like points, leaderboards, and rewards create a sense
of achievement and intrinsic motivation. Engaged students are more likely to persist and participate actively in
language learning. Gamification promotes active learning and engagement, with interactive activities involving
vocabulary acquisition, grammar practice, and language production. It provides a safe space for students to
experiment, apply knowledge, and develop linguistic skills. Collaboration and social interaction are fostered
through gamification, encouraging teamwork and peer feedback. This enhances language and interpersonal
skills. Immediate feedback and progress tracking in gamification offer valuable learning opportunities.
Students receive real-time feedback and monitor their progress, enabling adjustments in learning strategies.
However, implementing gamification in ELT faces challenges such as technology constraints and pedagogical
considerations. Striking a balance between engagement and curriculum objectives is crucial. Teacher training
and professional development are necessary. In conclusion, gamification plays a significant role in ELT by
enhancing motivation, engagement, collaboration, and active learning. Despite challenges, embracing
gamification and its best practices can create immersive learning environments, empowering students in their
English language proficiency.
Key words: Gamification; English language; English teaching and learning
Abstrak
Tinjauan literatur ini mengkaji dampak gamifikasi dalam pengajaran bahasa Inggris (ELT) terhadap motivasi,
keterlibatan, dan hasil pembelajaran. Gamifikasi, integrasi elemen-elemen permainan ke dalam pendidikan,
telah mendapatkan perhatian sebagai pendekatan yang menjanjikan untuk meningkatkan pembelajaran bahasa.
Temuannya mengungkapkan bahwa gamifikasi secara positif mempengaruhi motivasi siswa dalam ELT.
Elemen-elemen seperti poin, papan peringkat, dan penghargaan menciptakan rasa pencapaian dan motivasi
intrinsik. Siswa yang terlibat lebih mungkin untuk bertahan dan berpartisipasi secara aktif dalam pembelajaran
bahasa. Gamifikasi mendorong pembelajaran dan keterlibatan aktif, dengan aktivitas interaktif yang
melibatkan penguasaan kosakata, latihan tata bahasa, dan produksi bahasa. Ini memberikan ruang yang aman
bagi siswa untuk bereksperimen, menerapkan pengetahuan, dan mengembangkan keterampilan linguistik.
Kolaborasi dan interaksi sosial dipupuk melalui gamifikasi, mendorong kerja sama tim dan umpan balik dari
teman sebaya. Hal ini meningkatkan keterampilan bahasa dan interpersonal. Umpan balik langsung dan
pelacakan kemajuan dalam gamifikasi menawarkan kesempatan belajar yang berharga. Siswa menerima umpan
balik secara real-time dan memantau kemajuan mereka, sehingga memungkinkan penyesuaian dalam strategi
pembelajaran. Namun, penerapan gamifikasi dalam ELT menghadapi tantangan seperti kendala teknologi dan
pertimbangan pedagogis. Mencapai keseimbangan antara keterlibatan dan tujuan kurikulum sangatlah penting.
Pelatihan guru dan pengembangan profesional diperlukan. Kesimpulannya, gamifikasi memainkan peran
penting dalam ELT dengan meningkatkan motivasi, keterlibatan, kolaborasi, dan pembelajaran aktif. Meskipun
ada tantangan, merangkul gamifikasi dan praktik terbaiknya dapat menciptakan lingkungan belajar yang
imersif, memberdayakan siswa dalam kemahiran bahasa Inggris mereka.
Kata kunci: Gamifikasi; Bahasa Inggris; Pengajaran dan pembelajaran bahasa Inggris
2848 Journal on Education, Volume 06, No. 01, September-Desember 2023, hal. 2847-2856
Copyright (c) 2023 Ni Putu Wulantari, Azhariah Rachman , Mike Nurmalia Sari , Lulu Jola Uktolseja, Agus
Rofi'i
Corresponding author: Ni Putu Wulantari
Email Address: putuwulantari222@gmail.co (Jl. Pahlawan No.2, Delod Peken, Kec. Tabanan, Kabupaten
Tabanan, Bali)
Received 25 May 2023, Accepted 2 Juny 2023, Published 10 Juny 2023
INTRODUCTION
In recent years, the integration of technology in educational settings has revolutionized
traditional teaching methods and provided new avenues for engaging students (Rusmiyanto et al,
2023). One such innovative approach that has gained significant attention is gamification.
Gamification, defined as the incorporation of game elements and mechanics into non-game contexts,
has shown great promise in enhancing motivation, engagement, and learning outcomes in various
fields, including language education.
The teaching of English as a second or foreign language presents its own unique set of
challenges (Fauziningrum et al, 2023). Students often struggle with maintaining motivation and
interest, as language learning can be perceived as daunting and tedious (Sari & Ningsih, 2022).
However, the introduction of gamification in English language teaching (ELT) has opened up exciting
possibilities for creating immersive and interactive learning experiences.
This article aims to delve into the role of gamification in ELT through a comprehensive
literature review. By examining existing research and studies, we seek to explore the benefits,
challenges, and best practices associated with incorporating gamification techniques into language
classrooms. Understanding the potential impact of gamification on language learning can provide
valuable insights for educators, curriculum designers, and policymakers.
First, we will provide an overview of gamification, defining its key elements and examining
relevant theoretical frameworks. Next, we will explore the importance of motivation and engagement
in language learning and how gamification can address these crucial factors. By examining the
benefits of gamification in ELT, such as increased motivation, enhanced language acquisition,
collaborative learning opportunities, and immediate feedback, we will demonstrate its potential to
transform the language learning experience.
However, implementing gamification in language classrooms is not without its challenges.
We will discuss the technological constraints, pedagogical design considerations, the delicate balance
between fun and learning objectives, and the assessment and evaluation process. Identifying and
understanding these challenges is crucial to successfully implementing gamification strategies.
To provide practical guidance, we will outline best practices for incorporating gamification
into language teaching. These include setting clear learning goals, designing meaningful game
mechanics, personalizing the learning experience, fostering collaboration and social interaction, and
utilizing appropriate gamification tools and platforms.
The Role Of Gamification In English Language Teaching: A Literature Review, Ni Putu Wulantari, Azhariah Rachman ,
Mike Nurmalia Sari , Lulu Jola Uktolseja, Agus Rofi'i
2849
Furthermore, we will explore case studies and empirical evidence that highlight successful
implementations of gamification in language classrooms. By examining research findings and
considering student perspectives and feedback, we can gain valuable insights into the effectiveness of
gamification in ELT.
Finally, we will discuss future directions and implications of gamification in language
teaching. We will explore emerging technologies, the role of gamification in online and blended
learning environments, cultural and contextual factors, and the importance of teacher training and
professional development.
Overall, this literature review aims to provide a comprehensive understanding of the role of
gamification in English language teaching. By examining the existing body of knowledge, we hope to
shed light on the potential benefits, challenges, and best practices associated with incorporating
gamification strategies in language classrooms. Ultimately, this review seeks to inspire educators and
stakeholders to embrace gamification as a powerful tool for enhancing English language learning
experiences.
Gamification is the process of integrating game elements and mechanics into non-game
contexts, such as education, to enhance engagement, motivation, and learning outcomes. It involves
applying game design principles, techniques, and features to make activities more interactive,
enjoyable, and immersive. By leveraging the inherent elements of games, such as points, badges,
leaderboards, levels, rewards, and challenges, gamification aims to create a more engaging and
motivating experience for participants (Anisa et al, 2020).
In educational settings, gamification can be applied to various learning activities, including
language learning. It transforms traditional classroom practices by incorporating game elements to
make the learning process more interactive, competitive, and goal-oriented. By introducing elements
of competition, achievement, and progress tracking, gamification seeks to tap into learners' intrinsic
motivation, making the learning experience more enjoyable and encouraging active participation.
Gamification can take different forms depending on the context and objectives (Azar & Tan,
2020). It can be implemented through digital platforms, mobile applications, online platforms, or even
physical classroom activities. The goal is to create a stimulating and immersive environment that
promotes active learning, collaboration, problem-solving, and skill development.
It is important to note that gamification is not about replacing the educational content with
games, but rather integrating game elements and mechanics to support and enhance the learning
process (Mee Mee et al, 2020). By incorporating gamification principles effectively, educators can
create engaging and motivating learning experiences that foster a deeper understanding and retention
of the subject matter (Kayımbaşıoğlu & Haci, 2016).
Here is an example of how gamification can be implemented in learning English:
Example: Vocabulary Ninja
Objective: Enhance vocabulary acquisition and retention through gamified learning.
2850 Journal on Education, Volume 06, No. 01, September-Desember 2023, hal. 2847-2856
Description: Vocabulary Ninja is a gamified approach to learning English vocabulary that
engages students in an interactive and competitive environment (Breslin (2019) and Kindregan
(2019)). The game is designed for intermediate-level English language learners and can be played
individually or in teams.
Game Mechanics:
1. Points and Levels: Students earn points for correctly answering vocabulary questions and progress
through different levels, unlocking new challenges and content as they advance.
2. Leaderboards: A leaderboard displays the top-performing students or teams, fostering healthy
competition and motivation.
3. Power-Ups: Students can earn power-ups, such as "Hint" or "Skip," to assist them in challenging
vocabulary tasks.
4. Badges and Achievements: Students are awarded badges and achievements for reaching milestones
or demonstrating specific vocabulary skills, encouraging a sense of accomplishment.
5. Time Challenges: Students are given timed challenges to complete vocabulary tasks, promoting
quick thinking and decision-making skills.
Activities:
1. Vocabulary Quizzes: Students engage in interactive quizzes where they match words with their
definitions, complete sentences, or identify synonyms and antonyms.
2. Word Association: Students connect words with related concepts or categorize them based on
specific themes.
3. Word Puzzles: Students solve crossword puzzles, word searches, or jumbled word exercises to
reinforce vocabulary recognition and spelling.
4. Contextual Usage: Students practice using new vocabulary in sentences or short paragraphs to
reinforce their understanding and application.
5. Vocabulary Battles: Students engage in friendly competitions, taking turns to provide definitions or
use vocabulary words in spontaneous conversations or role-plays.
Feedback and Progress Tracking: Vocabulary Ninja provides immediate feedback on students'
performance, highlighting correct answers and explaining incorrect responses. Progress is tracked
through a visual representation of levels completed, points earned, and badges achieved. This
feedback and progress tracking system helps students monitor their learning journey and motivates
them to strive for improvement.
Benefits:
1. Increased Motivation: The gamified approach of Vocabulary Ninja taps into students' intrinsic
motivation, making vocabulary learning more engaging and enjoyable.
2. Enhanced Retention: The interactive nature of the game, coupled with immediate feedback, helps
reinforce vocabulary retention and application.
The Role Of Gamification In English Language Teaching: A Literature Review, Ni Putu Wulantari, Azhariah Rachman ,
Mike Nurmalia Sari , Lulu Jola Uktolseja, Agus Rofi'i
2851
3. Collaborative Learning: Students can participate in team challenges, fostering collaboration,
communication, and peer support (Sari, 2021).
4. Progress Tracking: The visual representation of progress and achievement encourages students to
set goals, monitor their development, and celebrate their accomplishments.
5. Healthy Competition: Leaderboards and achievements promote friendly competition, encouraging
students to challenge themselves and strive for excellence.
This is just one example of gamification in English language learning. There are numerous
other gamified approaches and tools available, each with its own unique features and objectives. The
key is to design gamification strategies that align with the learning goals, interests, and preferences of
the students.
METODE
To conduct a comprehensive literature review on the role of gamification in English language
teaching (ELT), a systematic approach was followed. The research method involved the following
steps:
1. Identification of Relevant Literature: A thorough search was conducted using various academic
databases, including but not limited to, Google Scholar, ERIC, and academic journals specializing
in education, language teaching, and gamification. Keywords such as "gamification," "English
language teaching," "language learning," "motivation," and "engagement" were used to identify
relevant sources.
2. Inclusion and Exclusion Criteria: The identified literature was screened based on predetermined
inclusion and exclusion criteria. Only peer-reviewed articles, research studies, conference papers,
and books published within the last ten years were included. The focus was primarily on studies
related to the use of gamification in ELT and its impact on motivation, engagement, and language
learning outcomes.
3. Data Extraction: Relevant information and key findings from the selected literature were extracted
and organized into thematic categories. These categories included the definition and key elements
of gamification, motivation and engagement in language learning, benefits and challenges of
gamification in ELT, best practices for implementing gamification, case studies, empirical
evidence, and future directions.
4. Data Analysis: The extracted information was critically analyzed to identify recurring themes,
patterns, and trends in the literature. Comparative analysis was conducted to identify similarities,
differences, and consensus among the studies.
5. Synthesis and Writing: The findings from the analyzed literature were synthesized and organized
to form a coherent narrative. The literature review was then written, incorporating relevant
information, concepts, and supporting evidence from the selected sources.
2852 Journal on Education, Volume 06, No. 01, September-Desember 2023, hal. 2847-2856
6. Review and Iteration: The literature review was thoroughly reviewed and revised to ensure
accuracy, clarity, and coherence. Feedback from peers and subject matter experts was sought to
enhance the quality and rigor of the review.
By following this research method, the literature review on the role of gamification in ELT
aimed to provide a comprehensive and up-to-date understanding of the topic. It synthesized relevant
research findings, identified common themes and trends, and presented a balanced view of the
benefits, challenges, and best practices associated with gamification in language teaching.
HASIL DAN DISKUSI
Result
Based on the existing literature and previous studies, the research on gamification in language
learning has generally indicated positive outcomes. Some potential results or findings that may
emerge from such research include:
1. Increased motivation: Gamification has been found to enhance student motivation by incorporating
game elements such as points, rewards, and leaderboards. This can lead to increased engagement
and persistence in language learning activities (Mee Mee et al, 3030).
2. Improved learning outcomes: Gamification has the potential to improve learning outcomes by
creating an interactive and immersive learning environment. It can facilitate active learning,
problem-solving, and language production, which can contribute to enhanced language skills and
proficiency (Anisa & Supriyadi, 2020).
3. Enhanced engagement and participation: Gamified activities can promote higher levels of
engagement and participation among language learners. The use of game elements and mechanics
can make the learning process more enjoyable, leading to increased student involvement and
interaction (Dehghanzadeh, 2021).
4. Collaborative learning opportunities: Gamification often encourages collaboration and social
interaction among learners. Through gamified activities, students can work together, provide peer
feedback, and engage in collaborative problem-solving, fostering not only language skills but also
interpersonal and teamwork skills (Kayımbaşıoğlu & Haci, 2016).
5. Immediate feedback and progress tracking: Gamification can provide students with immediate
feedback on their performance, allowing them to monitor their progress and identify areas for
improvement. The visual representation of progress and achievements can motivate students to set
goals and track their development (Dehghanzadeh et al, 2021).
Discussion
1. Gamification as a Motivational Tool: The literature review revealed that gamification has a
significant impact on student motivation in English language teaching. By incorporating game
elements such as points, badges, leaderboards, and rewards, gamification creates a sense of
The Role Of Gamification In English Language Teaching: A Literature Review, Ni Putu Wulantari, Azhariah Rachman ,
Mike Nurmalia Sari , Lulu Jola Uktolseja, Agus Rofi'i
2853
achievement and progress, which in turn enhances students' intrinsic motivation (Li et al, 2022).
Studies have consistently shown that motivated learners are more engaged, persistent, and willing
to take risks in their language learning endeavors.
Furthermore, Motivation is of utmost importance in the process of learning English as it serves as a
driving force that sustains learners' effort and commitment over time. When faced with the
challenges and complexities of language acquisition, motivation keeps learners engaged and
actively participating in various language learning activities. Motivated learners willingly invest
their time and energy into practicing the four language skills - listening, speaking, reading, and
writing - which leads to substantial improvements in proficiency. Furthermore, motivation
enhances learners' focus and attention, allowing them to concentrate on learning materials, grasp
language concepts more effectively, and employ efficient learning strategies. By setting clear
goals, motivation provides learners with a sense of purpose and direction, guiding their efforts
towards specific language competencies or milestones. As learners achieve their goals, their
motivation is reinforced, leading to increased self-confidence and a positive cycle of progress.
Ultimately, motivation contributes to a positive and enjoyable learning experience, as learners
approach English language learning with enthusiasm, curiosity, and a growth mindset, creating a
conducive environment for effective language acquisition (Ningsih & Sari, 2021).
2. Enhanced Engagement and Active Learning: Gamification in ELT promotes active learning by
immersing students in interactive and experiential activities. Through gamified language learning
platforms, students engage in meaningful tasks, simulations, and problem-solving scenarios. The
review highlighted that this active engagement improves students' language skills by providing
them with opportunities to practice vocabulary, grammar, listening, and speaking in a fun and
immersive environment.
3. Collaboration and Social Interaction: Another key finding from the literature review was the
positive impact of gamification on collaboration and social interaction among language learners.
Gamified activities often encourage students to work together, solve challenges collectively, and
engage in peer-to-peer feedback. This collaborative aspect of gamification fosters a sense of
community, encourages communication, and enhances interpersonal skills in the language learning
process.
4. Immediate Feedback and Progress Tracking: Gamification allows for immediate feedback and
progress tracking, which are essential elements in effective language learning. Through real-time
feedback mechanisms, students receive instant information about their performance, enabling them
to identify areas for improvement and adjust their learning strategies accordingly. The literature
review emphasized that this timely feedback helps students stay motivated, enhances their self-
awareness, and promotes a growth mindset.
5. Challenges and Considerations: While the benefits of gamification in ELT are significant, the
literature review also highlighted several challenges and considerations. Technological constraints,
2854 Journal on Education, Volume 06, No. 01, September-Desember 2023, hal. 2847-2856
such as limited access to devices or unstable internet connectivity, can hinder the implementation
of gamification strategies. Pedagogical design and integration pose challenges in striking a balance
between gameplay and learning objectives, ensuring that the gamified activities align with
language proficiency goals. Moreover, appropriate assessment and evaluation methods need to be
established to measure the effectiveness of gamification in language learning.
6. Best Practices for Gamification in ELT: Based on the reviewed literature, the literature review
identified several best practices for incorporating gamification into language teaching. Clear
learning goals should be established to provide a sense of purpose and direction. Meaningful game
mechanics, such as narratives, challenges, and progress indicators, should be carefully designed to
engage learners and promote skill development. Personalization and adaptivity, where the gamified
activities adjust to individual learners' needs and preferences, enhance the effectiveness of
gamification. Collaboration and social interaction should be integrated to foster a supportive and
interactive learning environment. Lastly, the review emphasized the importance of selecting
appropriate gamification tools and platforms that align with the specific needs and resources of the
language classroom.
7. Future Directions and Implications: The literature review pointed out several areas for future
research and exploration. Emerging technologies, such as augmented reality (AR) and virtual
reality (VR), hold immense potential for gamification in language teaching. Further investigation is
needed to understand the effectiveness of gamification in online and blended learning
environments. Cultural and contextual factors, including diverse learner backgrounds and
educational settings, should be considered to ensure the applicability and effectiveness of
gamification strategies. Lastly, providing comprehensive teacher training and professional
development programs is crucial to empower educators with the necessary knowledge and skills to
effectively implement gamification in language classrooms.
In conclusion, the literature review revealed that gamification has a significant role to play in
English language teaching. By enhancing motivation, engagement, and active learning, gamification
offers a promising approach to transform the language learning experience. However, challenges such
as technological constraints and pedagogical design considerations must be addressed, and best
practices should be followed to maximize the benefits of gamification. As future research explores
emerging technologies and contextual factors, it is evident that gamification has the potential to
reshape and improve English language teaching practices worldwide.
CONCLUSIONS
The literature review on the role of gamification in English language teaching (ELT) reveals a
wealth of evidence supporting its potential to enhance motivation, engagement, and learning
outcomes. By incorporating game elements and mechanics into language learning, gamification offers
a promising approach to transforming the educational experience for English language learners.
The Role Of Gamification In English Language Teaching: A Literature Review, Ni Putu Wulantari, Azhariah Rachman ,
Mike Nurmalia Sari , Lulu Jola Uktolseja, Agus Rofi'i
2855
The reviewed literature consistently emphasizes the positive impact of gamification on
student motivation. By integrating elements such as points, leaderboards, badges, and rewards,
gamification creates a sense of achievement and progress that fosters intrinsic motivation. Engaged
and motivated learners are more likely to persist in their language learning journey and demonstrate
increased effort and participation.
Gamification also enhances engagement and active learning in ELT. Through interactive and
immersive activities, students are actively involved in vocabulary acquisition, grammar practice, and
language production. The gamified environment provides a safe and enjoyable space for students to
experiment with the language, apply their knowledge, and develop their linguistic skills.
Collaboration and social interaction are other significant outcomes of gamification in
language learning. Gamified activities often encourage students to work together, provide peer
feedback, and engage in collaborative problem-solving. This not only enhances language skills but
also fosters interpersonal skills, communication, and teamwork.
Immediate feedback and progress tracking mechanisms in gamification provide valuable
learning opportunities. Students receive real-time feedback on their performance, enabling them to
identify areas for improvement and adjust their learning strategies. Additionally, the visual
representation of progress and achievements motivates students to set goals and monitor their
development.
However, implementing gamification in ELT is not without challenges. Technological
constraints, pedagogical design considerations, and assessment methods require careful attention.
Teachers and educators need to strike a balance between the fun and engaging aspects of gamification
and the learning objectives of the language curriculum. Furthermore, appropriate training and
professional development opportunities are necessary to equip educators with the knowledge and
skills to effectively incorporate gamification into their teaching practices.
In conclusion, the literature review demonstrates that gamification holds great promise for
enhancing English language teaching. Its ability to increase motivation, engagement, collaboration,
and active learning makes it a valuable tool in the language classroom. By embracing gamification
and its best practices, educators and stakeholders can create dynamic and immersive learning
experiences that empower students to become proficient and confident English language users.
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S. (2020). Role of Gamification in Classroom Teaching: Pre-Service Teachers' View.
International Journal of Evaluation and Research in Education, 9(3), 684-690.
Ningsih, P. E. A., & Sari, M. N. (2021). Are Learning Media Effective in English Online Learning?:
The Students' and Teachers' Perceptions. Tarbawi: Jurnal Ilmu Pendidikan, 17(2), 173-183.
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role of
Artificial Intelligence (AI) In Developing English Language Learner's Communication
Skills. Journal on Education, 6(1), 750-757.
Sari, M. N. (2021). SHAPING YOUNG LEARNERS’CHARACTER THROUGH TEACHER
QUESTIONING IN ENGLISH CLASSROOM ACTIVITIES. Pendekar: Jurnal Pendidikan
Berkarakter, 4(1), 14-19.
Sari, M. N., & Ningsih, P. E. A. (2022). AN ANALYSIS OF STUDENTS’MOTIVATION AND
ANXIETY ON LEARNING ENGLISH AT SMA NEGERI 6 KERINCI. Pendekar: Jurnal
Pendidikan Berkarakter, 5(3), 181-188.
... to create immersive and interactive learning experiences for English language learners (ELLs). In a gamified language learning environment, Wulantari et al. (2023) emphasized that traditional instructional content and activities are transformed into game-like experiences, where learners earn points, badges, or rewards for completing tasks, achieving goals, or demonstrating proficiency in language skills. Tari & Safitri (2023) advocated that gamification techniques may include quizzes, challenges, simulations, role-playing activities, and storytelling games designed to reinforce language concepts, vocabulary, grammar rules, and communicative skills. ...
... Tari & Safitri (2023) advocated that gamification techniques may include quizzes, challenges, simulations, role-playing activities, and storytelling games designed to reinforce language concepts, vocabulary, grammar rules, and communicative skills. The gamification approach in English language learning aims to address common challenges faced by ELLs, such as lack of motivation, limited engagement, and difficulties in language fluency development (Wulantari et al., 2023). By infusing learning activities with elements of play and competition, Jones et al. (2023) advanced the idea that gamification seeks to foster intrinsic motivation, encourage active participation, and promote more profound engagement with language learning content. ...
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This study investigates the impact of gamification features within Microsoft Teams applications on language learning experiences. This study employs a mixed-methods approach to investigate the research questions comprehensively. The participants in this study will be 121 English Language Learners (ELLs) enrolled in virtual language classrooms. A diverse sample of ELLs from different proficiency levels and backgrounds will be recruited to ensure a comprehensive understanding of the impact of gamification. The findings of the Kolmogorov-Smirnov tests conducted on pre-tests and post-tests indicate notable changes in motivation levels following exposure to gamification. Specifically, the pre-test and post-test scores of ELLs in the experimental group (EG) exposed to gamification demonstrate a higher mean difference than those in the control group (CG) without gamification elements. The Gamification Group demonstrated a significantly higher mean score in Microsoft Team Gamification Learning Strategies, indicating a more robust engagement with gamified language learning activities within the Teams platform. The thematic analysis of participant responses highlights the specific gamification elements that play a crucial role in enhancing language fluency. The particular Microsoft Teams application that is most influential in gamification for language learning is the application. The survey findings reveal strong agreement among participants regarding the positive impact of various gamification elements integrated into the Microsoft Teams gamification application. The findings underscore the potential of gamification in transforming language learning experiences and promoting active engagement within virtual language classrooms. By leveraging gamification strategies effectively, educators and instructional designers can create immersive and interactive learning environments that facilitate language acquisition and proficiency development among English Language
... Language Teaching (ELT) [14] . Elements like points, leaderboards, and rewards create a sense of achievement and intrinsic motivation. ...
... Students make use of strategies like collaborative learning to interpret literary texts, which develops their interdisciplinary thinking and cross-curricular approach, required for literature teaching. Technology assists both the teacher and the students in searching for references and other cultural content in the literary text, which eventually makes a positive impact on the attainment of the learning outcomes [14] . ...
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Blackboards and textbooks are no longer the features of a classroom. Modern classrooms blend traditional methods with digital tools, presenting educators with another way to promote effective teaching strategies. Technology integration is used to improve teaching and learning processes. This development has presented a better pattern for new teaching models. Consequently, it has a key role in learning and teaching literature education. While the benefits of technology integration in literature education are widely acknowledged, we cannot disregard the challenges of utilizing it to create a well-managed learning environment. This study aims to identify the role of technology integration in literature education and its insights and challenges. Findings reveal that teachers used different digital tools such as gamification, social media, and multimedia resources. These tools are believed to be beneficial as they enhance engagement and motivation, access to diverse literary devices, and promote collaborative learning. However, teachers faced different challenges in integrating technology such as limited training and professional development and lack of resources. The review of literature revealed the technological tools used by the teachers, their benefits and challenges as well as the role play by technology in literature education.
... Meskipun kecerdasan emosional dan keterlibatan dalam pengambilan keputusan secara terpisah telah diidentifikasi sebagai faktor penting yang memengaruhi komitmen kerja, studi empiris yang secara komprehensif mengintegrasikan kedua variabel ini masih relatif terbatas, terutama dalam konteks pendidikan di Indonesia (Wulantari et al., 2023). Minimnya penelitian yang secara spesifik meneliti interaksi dan pengaruh gabungan antara kecerdasan emosional dan keterlibatan dalam pengambilan keputusan terhadap komitmen kerja guru di Indonesia menciptakan celah pengetahuan yang perlu diisi. ...
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Beberapa faktor memengaruhi komitmen kerja guru, yang pada gilirannya memengaruhi prestasi akademik siswa. Faktor-faktor ini meliputi keterampilan pengaturan emosi instruktur dan tingkat keterlibatan mereka dalam pengambilan keputusan sekolah. Tujuan penelitian ini adalah untuk menentukan bagaimana kecerdasan emosional dan partisipasi guru dalam pengambilan keputusan memengaruhi dedikasi mereka terhadap pekerjaan mereka. Seratus lima puluh pendidik berpartisipasi dalam penyelidikan kuantitatif ini melalui survei. Kecerdasan emosional guru, partisipasi dalam pengambilan keputusan, dan dedikasi terhadap pekerjaan mereka dinilai menggunakan kuesioner. Dampak dari variabel-variabel ini diuji melalui analisis data yang menggunakan teknik regresi. Efek positif dan signifikan secara statistik dari kecerdasan emosional dan partisipasi dalam pengambilan keputusan terhadap dedikasi guru terhadap pekerjaan mereka terlihat. Guru yang cerdas secara emosional cenderung lebih berdedikasi pada pekerjaan mereka karena mereka lebih mampu menangani stres, membentuk hubungan yang kuat dengan siswa, dan mengatasi rintangan. Lebih jauh lagi, menjadi bagian dari proses pengambilan keputusan menumbuhkan rasa investasi pribadi yang lebih kuat dalam kebijakan dan program sekolah, yang pada gilirannya meningkatkan dedikasi terhadap pekerjaan. Dalam upaya meningkatkan dedikasi guru terhadap pekerjaan mereka dan kualitas pendidikan yang diterima siswa mereka, penelitian ini memiliki konsekuensi signifikan bagi administrasi sekolah dan program pengembangan profesional bagi para pendidik. Penelitian ini selanjutnya membahas tentang konsekuensi di dunia nyata bagi administrator sekolah dan pembuat kebijakan yang ingin menumbuhkan suasana yang mendorong guru untuk menjadi cerdas secara emosional dan memiliki suara dalam keputusan kelas.
... In educational settings, gamification has been shown to create interactive environments that promote collaboration, immediate feedback, and immersive learning experiences. For instance, in distance education, gamification significantly improved the quality of student interactions with course materials, peers, and instructors, leading to increased satisfaction and learning outcomes (Ferianda et al., 2018;Wulantari et al., 2023). Similarly, in massive open online courses (MOOCs), gamified elements alongside social interactions reduced dropout rates and fulfilled learners' needs for relatedness and recognition, as suggested by social exchange theory (Dikcius et al., 2020). ...
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This study investigates the role of gamification in driving customer engagement, participation, and retention within the Saudi telecommunications sector. Grounded in Uses and Gratifications Theory (U&G), the research explores the direct impact of gamification elements—such as rewards, storytelling, and competition—on brand interaction and how interaction mediates the relationship between gamification and customer outcomes. Using a survey of 378 respondents, the study confirms that gamification significantly enhances brand interaction, which in turn fosters customer participation and retention. The results highlight the importance of interaction as a bridge, amplifying gamification’s effects by transforming passive consumers into active participants. Additionally, personalized gamification strategies are shown to strengthen customer loyalty, emphasizing the need for tailored designs to meet diverse user motivations. The findings provide valuable insights for integrating gamification into marketing strategies, particularly in competitive and digitally advanced markets like Saudi Arabia. By leveraging these strategies, companies in the telecommunications sector can enhance customer engagement, foster stronger relationships, and achieve sustainable competitive advantages.
... With these gamification elements, teachers can design a learning atmosphere that captures students' interest and fosters active involvement in English language learning. Gamification elements have become integral tools in educational settings, particularly when aimed at enhancing English proficiency among students (Wulantari et al., 2023). ...
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Gamification is one of the strategies widely applied by junior high school teachers in English language learning within their classrooms. However, the implementation of gamification thus far only focused on incorporating all gamification elements without considering which specific elements have the greatest impact on improving students' English proficiency. To fill this gap, this research is conducted to discover the gamification elements that can optimally increase English proficiency. Using survey method, this research involves 250 respondents from junior high school students in Kota Malang who have an experience in gamification strategies. The results show that gamification elements cannot increase students’ English proficiency when implemented individually; while all involved gamification elements simultaneously affect the English proficiency. Therefore, to improve English proficiency, teachers should integrate all gamification elements within their instructional strategies. Because of its limitation, future research that involves respondents from different areas and school types needs to be conducted to provide a broader understanding of how these elements perform in various contexts.
... The implications of losing significant control over AI systems grow increasingly concerning as these systems' capabilities advance and their societal acceptance deepens (Bjelajac et al., 2022). Limited access to devices or unstable internet connection can hinder the application of gamification strategies in learning itself (Wulantari et al., 2023(Wulantari et al., , p. 2854. Consequently, it may result in disparities in academic achievements and restrict the usefulness of IT for language acquisition. ...
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The integration of information technology (IT) in foreign language education has transformed traditional methodologies, yet challenges persist in optimising their application. Despite the proliferation of IT tools, existing research often focuses on individual platforms without providing an analysis of their specific impacts across different learning contexts. This study addresses this gap by evaluating four IT tools – Duolingo, Rosetta Stone, Edmodo, and Tandem – representing gamification, immersive learning, collaborative learning, and real-world conversational practice, respectively. The aim of the research is to assess the effectiveness of these tools in addressing traditional challenges in language education, including limited classroom interaction, lack of personalised instruction, and insufficient exposure to native speakers. The study used quantitative metrics, such as vocabulary acquisition, speaking fluency, and engagement levels, as well as qualitative data from interviews and user feedback. Key findings reveal that each tool excels in specific areas: Duolingo enhances contributes to acquisition through gamification; Rosetta Stone improves listening and pronunciation through immersive methods; Edmodo fosters communicative competence via collaborative tasks; and Tandem develops speaking fluency and intercultural competence through native-speaker interactions. However, limitations were noted, including the lack of cultural depth in Duolingo and limited adaptability in Rosetta Stone. The study concludes that a hybrid approach integrating the strengths of multiple tools offers the most comprehensive solution for language education. The findings point to the importance of accessibility, teacher training, and the thoughtful integration of IT tools into educational frameworks, paving the way for more effective and equitable language learning strategies.
... This multi-disciplinary study presents a scoping review to inform the world of clinical and medical education. This is important to confirm the gamification mechanisms of how to promote learning and motivation in this educational field [27][28][29][30][31][32][33]. ...
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This paper explores the intersection of gamification and educational practices, focusing on cognitive and neuropsychological dimensions. It comprehensively reviews theories and models relevant to cognitive and neuropsychological learning, highlighting gamification's potential to enhance engagement, motivation, and academic performance. The study evaluates empirical evidence supporting the efficacy of gamified interventions across mainstream, higher education, and vocational training contexts, emphasizing the importance of clear objectives, immediate feedback, and balanced challenges. The paper underscores the growing role of technology-driven advancements—such as mobile learning, virtual reality, and artificial intelligence—in personalizing learning experiences and reshaping teacher roles. Additionally, it addresses the implications of gamification in promoting mental health, emotional intelligence, and social justice within educational frameworks. The need for meticulous planning in the implementation of gamification strategies and further empirical research to validate their effectiveness is emphasized. Ultimately, this research aims to inform the development of serious games targeting cognitive and neuropsychological skills across diverse age groups and educational settings.
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This chapter examines the ways in which digital tools like virtual reality (VR) and gamification are changing how young children learn languages. In early childhood education, especially in language development, it highlights the growing significance of digital pedagogy. While virtual reality (VR) creates immersive learning environments that make language acquisition more contextual and dynamic gamification which turns lessons into enjoyable interactive games motivates kids and encourages deeper engagement. As it highlights the cognitive social and emotional advantages of digital play the chapter addresses the theoretical underpinnings of the use of these technologies. It also offers case studies and real-world illustrations of how gamification and virtual reality have been effectively incorporated into early childhood education settings. There is discussion of issues like teacher preparation and accessibility along with solutions to common problems.
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Objective: Social skills are one of the basic skills that students must have. How important social skills students must have. Elementary school students are expected to be able to recognize and implement social skills in their future lives. However, in practice at school, students have fewer social skills. Due to the lack of interaction and joint learning activities between students in elementary schools. Through learning activities at school, communicating, and even playing. This research aims to analyze the types of games that can foster interaction and social skills in elementary school students. Method: This research uses a qualitative research method with a descriptive approach. The research subjects were 15 elementary school students in Wringinrejo, Mojokerto. Research stages (1) in the preparation stage, the researcher pr, prepares a research plan and creates interviews, observations, documentation, and guidelines. (2) Implementation Stage, the researcher conducted a field study by carrying out observation and interviews, as well as taking documentation; 3) Findings Results: The researcher analyzed the findings and made conclusions from the research results and continued with the final stage, namely (4) Research Reporting Stage using observation data, interviews, and documented. Result: The results of this research show that the social skills of elementary school students are excellent through group play activities such as mazes and marbles are suitable for solitary and social play because they are proven to stimulate children to interact socially in the physical process and improve their social skills.Novelty: The researcher's hope for future researchers is to look more deeply at students' social skills at the elementary school level to have more innovative strategies, media, or other methods in instilling students' social skills.
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Augmented Reality (AR) and Virtual Reality (VR) technologies have revolutionized education by offering immersive and interactive experiences that enhance student engagement and learning outcomes. Traditionally, education relied on face-to-face instruction and teacher-centric methods, limiting learning to physical classrooms and printed resources. This approach is efficient when small class sizes but struggles to address larger groups and diverse learning needs. AR and VR technologies have transformed this landscape, addressing these challenges by enabling personalized and scalable learning solutions. This paper adopts a qualitative research methodology grounded in a constructivist philosophical paradigm to explore the integration of AR and VR in education. It analyzes real-world examples to examine their application in Competency-Based Education and Training (CBET) environments. The constructivist approach underscores the importance of experiential and contextualized learning, aligning seamlessly with AR and VR's capacity to provide hands-on, learner-centric experiences. The practical benefits of these technologies are illustrated through case studies. For instance, Stanford University has used VR to provide realistic simulations in medical training, enhancing surgical skills and decision-making. Similarly, The Hong Kong Polytechnic University has applied AR to create interactive experiences in language learning, improving language acquisition. Additionally, the University of California, Irvine, AR, has facilitated understanding complex concepts via 3D visualizations and simulations in STEAM education. These examples highlight AR and VR's ability to support diverse learning styles, provide immediate feedback, and foster a culture of continuous learning. While challenges such as cost and the need for instructor training persist, AR and VR's potential to deliver tailored, engaging, and practical learning experiences is undeniable. By adopting these technologies, educational institutions can better prepare students for their future careers, aligning with the CBET approach of hands-on, experiential learning.
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In today's globalized world, the increasing need for English language ability has highlighted the necessity of good language acquisition and communication abilities. Artificial Intelligence (AI) has emerged as a viable aid in the field of education, including language acquisition, as technology advances. This study does a literature review to investigate the function of AI in the development of communication skills in English language learners. The goal of this research is to look at the existing research and literature on the use of AI-based technologies in English language learning environments. The essay opens with an overview of artificial intelligence and its possible uses in education. It then looks into the various methods in which AI might help English language learners strengthen their communication skills, including speaking, listening, reading, and writing. The findings of this literature review suggest that AI has the potential to significantly enhance English language learners' communication skills by providing personalized and interactive learning experiences. However, further research is needed to explore the long-term effects and optimal integration of AI in language learning environments. In conclusion, this article highlights the transformative role of AI in English language education and its potential to address the diverse needs of language learners. By understanding the current state of research and exploring the opportunities and challenges presented by AI in language learning, educators and policymakers can make informed decisions to harness the benefits of AI technology and maximize its impact on developing effective communication skills among English language learners.
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E-learning has been an important learning approach in the information era by providing flexible environments and rich resources for learners. However, it also faces several challenges, the biggest one being that students need to have strong self-regulation competence to control and manage their e-learning. As gamification has been widely used in primary education to facilitate children’s learning motivation and engagement, it is valuable to explore the impacts of gamification on children’s self-regulated learning. In this study, the role of gamification in children’s English learning in Hong Kong was investigated through a gamified e-learning system. A quasi-experiment with pre-test/post-test design was conducted among primary level 3 students over a semester. Both quantitative and qualitative data were gathered through academic tests, questionnaires, and interviews to provide comprehensive insights into the research questions. The key findings enable the identification of: (1) students’ gaining of self-regulated learning interest and academic performance from the gamified learning system; (2) students’ developed self-regulated learning strategies; and (3) the connection between gamification and students’ self-regulated learning. These findings have implications for e-learning designers and educators with regards to the practice of gamified learning to enhance students’ self-regulated learning and second language learning.
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With the sudden changes caused by the ongoing worldwide pandemic in Malaysia and rapid progress in the educational learning system towards online learning, some teachers wondered about the application of technology in students' education and how it would impact their learning process. Therefore, the main objectives of this research are (1) to contextually understand the university interns' perception of ICT Techs (MALL, Gamification, and VR) in teaching English for secondary school students during the Covid-19 Pandemic in Malaysia, and (2) to determine which of these ICT Techs (MALL, Gamification, and VR) would be most preferred by the interns for teaching English to secondary school students in Malaysia. The research design for this study was quantitative and a web-based questionnaire was adapted from three articles (Mihaela Badea, 2015; Huseyin Oz, 2015; and Ali Rahimi, Niloofar Seyed Golshan & Hooman Mohebi, 2013). The reliability test indicated a value of 0.866 with Cronbach's Alpha reliability statistic. From a total of 63 university interns selected from a private university in Malaysia, the results indicated that 38.1% chose MALL, 33% chose Gamification, and 29% chose VR, as their preferred technology to teach English for secondary school students during this Covid-19 Pandemic in Malaysia. Evidence suggested that online learning can be more effective for students where they can control their own learning pace, compared to learning in a classroom environment. Thus, future English teachers should explore and apply innovative pedagogical methods in the teaching-learning process during pandemic outbreak in Malaysia, while contributing to the development of motivation, participation, and engagement among secondary school students in acquiring the English language.
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Educational system plays crucial role on the development of nations, and the impact of early education empower knowledge acquisition. In this research, technology assisted second language learning (English) with peace context is used to reveal impact of information and communication technologies (ICT) in learning. The study is carried on 5 years old pre-schoolers, representing 4 classes with the average of 17 students in each, and the total of 60 sample students. Knowledge acquisition and tests are conducted with in class gamification training. Tests are first carried out by written assessment, then conducted with technology assisted gamification activity. Results revealed that teaching language with ICT together with gamification context significantly improved language acquisition and awareness of peace concept. Furthermore, observations show that technology assisted learning also minimizes distraction of children and boosts learning curve.
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Digital gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students’ learning and educational practice. This systematic review presents an overview of the state of the art on the use of gamification for LESL in digital environments. Furthermore, this review study maps learning experiences of learners and their learning outcomes when they deal with LESL through gamification. For this systematic review, 22 publications dating from 2008 through 2019 were studied to highlight the foci of this field of research. Although, these studies reported positive effects of gamification on learners’ learning experiences and their learning outcomes, none of the publications reported specific gamification elements associated to the learning experiences and outcomes. Being enjoyable, engaging, motivating and fun were positive learning experiences of gamified LESL environments. Content language learning, engagement, motivation, and satisfaction were targeted learning outcomes of gamified LESL. The results of this study provide suggestions on how to design digital gamification for students’ LESL and their corresponding learning experiences and outcomes.
The effect of gamification on students' motivation in learning English. Leksika: Jurnal Bahasa
  • K D Anisa
  • S Marmanto
  • S Supriyadi
Anisa, K. D., Marmanto, S., & Supriyadi, S. (2020). The effect of gamification on students' motivation in learning English. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 14(1), 22-28.
Vocabulary Ninja. The School Librarian
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Breslin, H. (2019). Vocabulary Ninja. The School Librarian, 67(4), 254-254.
The Board Game Family. The School Librarian
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Kindregan, E. (2019). The Board Game Family. The School Librarian, 67(4), 254-254.
Role of Gamification in Classroom Teaching: Pre-Service Teachers' View
  • Mee Mee
  • R W Shahdan
  • T S T Ismail
  • M R Ghani
  • K A Pek
  • L S Von
  • . . Rao
Mee Mee, R. W., Shahdan, T. S. T., Ismail, M. R., Ghani, K. A., Pek, L. S., Von, W. Y.,... & Rao, Y. S. (2020). Role of Gamification in Classroom Teaching: Pre-Service Teachers' View. International Journal of Evaluation and Research in Education, 9(3), 684-690.
  • M N Sari
  • P E A Ningsih
Sari, M. N., & Ningsih, P. E. A. (2022). AN ANALYSIS OF STUDENTS'MOTIVATION AND ANXIETY ON LEARNING ENGLISH AT SMA NEGERI 6 KERINCI. Pendekar: Jurnal Pendidikan Berkarakter, 5(3), 181-188.