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Gamification in English Language Teaching (ELT): A Comprehensive Review of

Theory and Practice İngilizce Dil Öğretiminde Gamifikasyon (ELT): Teori ve
Pratiklerin Kapsamlı İncelemes...

Article · October 2023

DOI: 10.5281/zenodo.10028941

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 International Journal of Social and Humanities Sciences Research

Uluslararası Sosyal ve Beşeri Bilimler Araştırma Dergisi

Uluslararası Hakemli Dergi- International Refereed Journal
ISSN: 2459-1149

Received / Makale Geliş Tarihi 02.09.2023 Review Article / Derleme Makalesi

Published / Yayınlanma Tarihi 20.10.2023 10.5281/zenodo.10028941
Volume / Issue (Cilt/Sayı)-ss/pp 10(100), 2663-2675
Asist. Prof. Murat Culduz
https://orcid.org/0000-0002-9298-4339
Istanbul Medipol University, Istanbul / TURKEY
ROR Id: https://ror.org/037jwzz50

Gamification in English Language Teaching (ELT): A Comprehensive Review of Theory

and Practice
İngilizce Dil Öğretiminde Gamifikasyon (ELT): Teori ve Pratiklerin Kapsamlı İncelemesi

ABSTRACT
Gamification, the integration of game elements and principles into non-game contexts, has emerged as a transformative approach
in the realm of English Language Teaching (ELT). The utilization of gamification in ELT settings has garnered increasing
attention due to its potential to revolutionize traditional pedagogical practices and captivate the interest of a digitally savvy
generation of language learners. This literature review delves into the multifaceted landscape of gamification in ELT, offering a
comprehensive exploration of its theoretical foundations, practical applications, and the impact it holds on motivating and
engaging English language learners. By examining a broad array of research, this review aims to shed light on the evolving role of
gamification in ELT, making evident the benefits, challenges, and opportunities it presents for educators and learners alike.
Furthermore, it identifies avenues for future research, thereby contributing to the ongoing discourse surrounding this dynamic
pedagogical approach.
Keywords: Gamification, ELT, Digitalization, Education Management.

ÖZET
Gamifikasyon, oyun öğelerinin ve ilkelerinin oyun dışı bağlamlara entegre edilmesi olarak ortaya çıkmış ve İngilizce Dil Öğretimi
(ELT) alanında dönüşüm sağlayıcı bir yaklaşım olarak ön plana çıkmıştır. ELT ortamlarında gamifikasyonun kullanımı, geleneksel
pedagojik uygulamaları devrimleştirmesi ve dijital çağın dil öğrencilerinin ilgisini çekmesi potansiyeli nedeniyle artan ilgi
görmektedir. Bu literatür incelemesi, gamifikasyonun ELT alanındaki çok yönlü manzarasına derinlemesine bir keşif sunmakta;
teorik temellerini, pratik uygulamalarını ve İngilizce dil öğrencilerini motive etme ve etkileyebilme üzerindeki etkisini kapsamlı
bir şekilde araştırmaktadur. Geniş bir araştırma yelpazesini inceleyerek, bu inceleme gamifikasyonun ELT'deki gelişen rolünü
aydınlatmayı amaçlamakta, eğitimciler ve öğrenciler için sunduğu faydaları, zorlukları ve fırsatları belirgin hale getirmektedir.
Ayrıca, gelecekteki araştırma alanlarını tanımlamakta, böylece bu dinamik pedagojik yaklaşım etrafındaki süregelen tartışmaya
katkıda bulunmaktadır.
Anahtar Kelimeler: Gamifikasyon, ELT, Dijitalleşme, Eğitim Yönetimi.

1. INTRODUCTION
English Language Teaching (ELT) has witnessed a transformative shift in recent years, owing to the advent
of innovative pedagogical approaches. One such approach that has gained considerable prominence is
gamification, a pedagogical strategy that incorporates game elements and principles into non-game
contexts to foster engagement and motivation among learners. This introduction sets the stage for our
comprehensive review of gamification in ELT, aiming to provide a deeper understanding of its significance
and implications (Chamboko-Mpotaringa & Manditereza, 2023).
The conventional methods of language instruction, although effective to a certain extent, often struggle to
captivate the attention and sustain the motivation of today's diverse and tech-savvy learners. Gamification,
rooted in theories of motivation, cognitive psychology, and game design, offers a promising solution to this
challenge. By infusing elements like points, badges, leaderboards, and immersive narratives into language
learning experiences, gamification has the potential to reinvigorate ELT, making it more engaging and
effective (Kiyançiçek & Uzun,2022).
 International Journal of Social and Humanities Sciences Research (JSHSR)

The primary objectives of this literature review are threefold. First, it aims to delve into the theoretical
underpinnings of gamification in English Language Teaching (ELT). This exploration seeks to elucidate
the psychological and pedagogical foundations that underpin the appeal of gamification for language
learners. By analyzing the theoretical framework, we can gain insights into why gamified approaches are
effective tools for language instruction.
Second, this review sets out to investigate the practical applications of gamification in ELT. It endeavors to
shed light on how educators are incorporating gamified elements into their teaching methodologies and
materials. This examination seeks to provide a comprehensive overview of the diverse ways in which
gamification is being implemented in language classrooms, thereby offering practical insights for educators
looking to adopt these strategies.
Lastly, the literature review strives to assess the impact of gamification on English language learners. It
scrutinizes the effectiveness of this approach with a specific focus on its influence on motivation,
engagement, and language acquisition. By evaluating empirical evidence, we can better understand how
gamification contributes to enhanced learning outcomes in ELT contexts.
2. LITERATURE REVIEW
Gamification, the integration of game elements and principles into non-game contexts, has emerged as a
pioneering approach within the realm of English Language Teaching (ELT). This multifaceted pedagogical
innovation holds great promise in transforming the way we engage and educate language learners,
particularly in an era marked by the digital prowess of the learners themselves. To appreciate the full
spectrum of gamification's impact on ELT, this literature review embarks on an exploration of its
theoretical foundations, delving into the foundational concepts that underpin its application in language
education. Furthermore, it scrutinizes the components of gamification in ELT, dissecting the key elements
that construct the gaming experience within educational settings. The efficacy and effectiveness of
gamification as a teaching tool in ELT will be closely examined, shedding light on its ability to motivate
and engage English language learners. Additionally, this review will unravel the myriad benefits and
challenges associated with the gamification approach, offering a comprehensive assessment of its practical
implications. With an eye on the current state of research, this review will survey the existing studies in the
literature that pertain to gamification in ELT, consolidating our understanding of the evolving landscape.
Finally, it will delineate the research trends and identify the critical gaps in the field of gamification for
English Language Teaching, paving the way for future investigations and discussions within this dynamic
and evolving pedagogical domain.
2.1. Gamification in ELT
Gamification, within the context of English Language Teaching (ELT), is a dynamic pedagogical strategy
that involves the integration of game elements, mechanics, and principles into the traditional language
learning process. This approach seeks to engage and motivate learners by incorporating elements
commonly found in games, such as points, badges, leaderboards, narratives, challenges, and rewards, into
language learning activities and curricula. The core idea behind gamification is to harness the inherent
appeal of games to enhance the learning experience, making it more immersive, enjoyable, and effective
for language learners (Vathanalaoha, 2022). Gamification strives to capture and maintain learners' attention
and interest by creating an engaging and interactive learning environment. Learners are drawn into the
activities through game-like elements, fostering a sense of involvement and excitement. By incorporating
elements like rewards, progress tracking, and competition, gamification aims to motivate language learners
intrinsically and extrinsically. Learners are motivated by a desire to earn points, achieve badges, or climb
leaderboards, which drives their commitment to language learning tasks (Charkova, 2022).
Gamification often employs a structured system where learners progress through levels or stages, gradually
increasing the complexity of language tasks. This sense of progression keeps learners engaged and
motivated as they achieve milestones, earn rewards, and gain a sense of accomplishment, making the
language learning process more enjoyable and effective. Immediate and constructive feedback is a
fundamental aspect of gamified language learning. It provides learners with insights into their
performance, helping them identify areas for improvement and reinforcing positive behaviors. Gamified
ELT environments may introduce elements of healthy competition among learners, encouraging them to
strive for excellence. Additionally, collaboration and teamwork can be fostered through cooperative
challenges and group activities (Szabó & Kopinska, 2023).

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It is essential to distinguish between gamification and game-based learning within the context of ELT:
Gamification enhances traditional language learning activities by incorporating game elements into the
existing curriculum. It does not replace the core learning objectives but enhances them by adding engaging
components. Gamification can be applied to various aspects of language learning, including vocabulary
acquisition, grammar practice, speaking, listening, and reading comprehension (Çinar et al., 2022).
Game-based learning, on the other hand, involves the use of complete games or game-like simulations as
the primary mode of instruction. In this approach, the entire learning experience is structured around a
game, which serves as the vehicle for language acquisition. Game-based learning can include language
learning video games, interactive simulations, and virtual environments designed explicitly for educational
purposes (Demirbilek, 2023).
By understanding these distinctions, educators can make informed decisions about whether to integrate
gamification or adopt game-based learning approaches in their ELT contexts, depending on their specific
learning objectives and the preferences of their students.
2.2. Theoretical Foundations
2.2.1. Behaviorist Theories
Behaviorist theories, which have played a significant role in shaping the understanding of learning and
motivation, provide a foundational framework for comprehending the effectiveness of gamification in
English Language Teaching (ELT). Behaviorism, associated with psychologists such as B.F. Skinner,
emphasizes observable behaviors and the external factors that influence them (Skinner, 1984).
In the context of gamification, behaviorist theories illuminate several key aspects:
Behaviorism posits that reinforcement through rewards, such as points, badges, or other incentives, can
influence and strengthen desired behaviors. In gamified ELT, the use of rewards aligns with behaviorist
principles by motivating learners to engage actively with language learning tasks. Learners are encouraged
to complete activities, participate in discussions, and achieve learning goals to earn rewards, which
positively reinforces their language learning efforts (Reimann, 2018). Behaviorism also emphasizes the
importance of timely and specific feedback. Gamified ELT often incorporates immediate feedback
mechanisms, such as scoring systems or real-time assessments, to inform learners about their performance.
This feedback allows learners to adjust their behavior, correct errors, and improve their language skills
promptly (Krath et al., 2021).
Behaviorist theory introduces the concept of operant conditioning, which involves shaping behavior
through a system of reinforcement and punishment. Gamified ELT leverages this concept by providing
positive reinforcement (rewards) for desired language learning behaviors and possibly implementing
consequences for undesirable behaviors, encouraging learners to adopt more productive study habits.
Furthermore, behaviorism's focus on observable behaviors aligns with the idea of tracking progress in
gamified ELT. Learners can monitor their advancement through levels, achievements, or leaderboards,
which serve as a visible representation of their language learning journey. This tracking can enhance
motivation by making learners aware of their accomplishments and encouraging them to strive for further
progress (Schürmann & Von Korflesch, 2021).
However, it's important to recognize that behaviorism is just one of several theoretical frameworks that
inform the use of gamification in ELT. Gamification also draws on constructivist and engagement theories,
as well as cognitive psychology, to create a holistic approach to enhancing language learning. These
theories collectively contribute to a deeper understanding of how gamification can effectively engage and
motivate language learners in the digital age.
2.2.2. Constructivist Theories
Constructivist theories, which have had a profound impact on modern educational practices, offer valuable
insights into the application of gamification in English Language Teaching (ELT). Unlike behaviorism,
which emphasizes external factors and observable behaviors, constructivism, rooted in the works of
theorists like Jean Piaget and Lev Vygotsky, focuses on the role of learners in constructing their own
knowledge through active engagement with their environment (Waite-Stupiansky, 2017).

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In the context of gamification, several key tenets of constructivist theories are relevant:
Constructivism underscores the importance of active learning, where learners actively participate in the
construction of their understanding. Gamified ELT aligns with this principle by encouraging learners to
engage with language learning tasks actively. Whether solving language puzzles, collaborating with peers,
or exploring interactive narratives, gamification fosters learner agency and involvement (Yoong et al.,
2019). In addition, constructivism emphasizes problem-solving as a means to build knowledge. Gamified
ELT often presents learners with challenges, puzzles, or real-life language scenarios that require problem-
solving skills. By integrating such elements, gamification encourages learners to apply their language skills
in practical contexts, promoting a deeper understanding of language structures and usage (Aldahash &
Alenezi,2021).
Constructivist theories highlight the importance of social interaction in the learning process. Gamified ELT
can incorporate collaborative elements, such as group activities, peer discussions, or multiplayer language
games. These interactions not only facilitate knowledge sharing but also provide opportunities for learners
to negotiate meaning and build language proficiency through social engagement. Furthermore,
Constructivism places a strong emphasis on learners taking ownership of their learning. In gamification,
learners often have choices and control over their learning paths, selecting activities or quests based on
their interests and goals. This autonomy empowers learners to tailor their language learning experiences to
their individual needs and preferences (Aldahash & Alenezi,2021).
Constructivist approaches encourage learners to reflect on their learning processes and engage in
metacognition, which involves thinking about one's thinking. Gamified ELT can incorporate reflection
points, self-assessment opportunities, or debriefing sessions where learners can evaluate their progress,
identify areas for improvement, and develop metacognitive skills essential for language development
(Yoong et al., 2019).
By aligning with constructivist principles, gamified ELT environments offer learners opportunities to
actively engage with language learning, construct their knowledge, and develop a deeper understanding of
the English language. These constructive, learner-centered approaches enhance motivation and facilitate
meaningful language acquisition experiences.
2.2.3. Flow Theory and Engagement
Flow theory, pioneered by psychologist Mihaly Csikszentmihalyi, provides a valuable lens through which
to understand the role of gamification in English Language Teaching (ELT) by emphasizing the concept of
"flow," a state of optimal engagement and immersion. Flow theory suggests that individuals are most
motivated and experience the highest levels of satisfaction when they are fully absorbed in an activity,
facing a balance between challenge and skill (Nakamura & Csikszentmihalyi, 2009).
Within the context of gamification in ELT, several aspects of flow theory and engagement are noteworthy:
Flow theory posits that individuals are most likely to enter a state of flow when they are engaged in tasks
that offer an optimal level of challenge. In gamified ELT, this balance between challenge and skill is
carefully designed to match the learner's proficiency level. Learners are presented with language tasks that
are neither too easy (resulting in boredom) nor too difficult (resulting in frustration), thereby promoting
sustained engagement. Flow is often associated with having clear, achievable goals. Gamified ELT
provides learners with well-defined objectives, whether it's earning points, completing quests, or achieving
specific language proficiency milestones. These goals serve as motivating factors that guide learners'
efforts and provide a sense of purpose in their language learning journey (Krath et al., 2021).
Flow is facilitated by immediate and informative feedback, allowing learners to adjust their actions as they
progress. Gamified ELT incorporates real-time feedback mechanisms, such as scores, progress bars, or
notifications of achievements, which enable learners to track their performance and make necessary
adjustments, contributing to sustained engagement (Jogo et al., 2022).
Flow theory suggests that individuals in a state of flow exhibit intense concentration and focus on the task
at hand. Gamified ELT encourages this level of concentration by immersing learners in interactive
language activities, narratives, or challenges, making them forget about external distractions and become
fully absorbed in the learning experience. Flow experiences are inherently intrinsically motivating.
Gamified ELT taps into learners' intrinsic motivation by offering enjoyable and rewarding language
learning experiences. The game-like elements, including badges, leaderboards, and achievements, serve as
extrinsic motivators that reinforce intrinsic motivation, creating a cycle of engagement (Krath et al., 2021).

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By incorporating flow theory principles into gamified ELT environments, educators aim to create optimal
learning experiences that not only enhance motivation but also foster a deep and meaningful engagement
with the English language. These immersive experiences are designed to maximize the benefits of
gamification and promote language acquisition in a way that is both enjoyable and effective.
2.3. Gamification Components in ELT
2.3.1. Points, Badges, and Leaderboards (PBL)
Points, badges, and leaderboards (PBL) constitute foundational components of gamification in English
Language Teaching (ELT). These elements introduce a sense of competition, achievement, and recognition
into language learning activities (Demirbilek et al., 2022).
 Points: Learners earn points for completing tasks, exercises, or assessments in gamified ELT platforms.
These points serve as tangible markers of progress and effort, motivating learners to actively participate
and excel in language learning activities (De La Cruz et al., 2023).
 Badges: Badges are symbolic representations of achievements or milestones within the gamified
environment. They acknowledge and reward specific accomplishments, such as mastering a particular
grammar concept, achieving a high score in a language quiz, or consistently engaging with the course
materials (Panmei & Waluyo, 2022).
 Leaderboards: Leaderboards display rankings, showcasing the performance of learners in comparison to
their peers. This element introduces an element of healthy competition, encouraging learners to strive for
the top positions on the leaderboard and excel in their language studies (Szabó & Kopinska, 2023).
2.3.2. Narrative and Storytelling
Narrative and storytelling elements infuse gamified ELT with immersive and engaging experiences. These
components leverage storytelling techniques to create compelling language learning scenarios. Gamified
ELT often incorporates narratives or scenarios that provide context for language learning activities.
Learners may find themselves in virtual adventures, real-life situations, or historical contexts, where they
must use English to solve problems, make decisions, and advance through the narrative (Vathanalaoha,
2022).
Effective storytelling is essential in gamification to captivate learners' interest. It weaves language learning
into the fabric of a narrative, making the acquisition of new vocabulary and grammar rules more
meaningful as learners relate them to the context of the story.
2.3.3. Feedback and Rewards
Feedback and rewards are central to the gamified ELT experience, providing learners with immediate
reinforcement and motivation for their language learning efforts. Gamified ELT platforms offer real-time
feedback on learners' performance. Whether it's correcting errors, providing praise for correct answers, or
offering suggestions for improvement, feedback helps learners understand their strengths and weaknesses,
promoting continuous learning (Chamboko-Mpotaringa & Manditereza, 2023).
Rewards in gamified ELT can take various forms, including virtual items, in-game currency, or unlocking
new content. These rewards incentivize learners to complete tasks, achieve goals, and maintain their
enthusiasm for language learning. Furthermore, gamified ELT often incorporates elements of both
competition and collaboration, fostering a dynamic learning environment. Gamification introduces friendly
competition among learners. Whether it's competing for the top spot on a leaderboard or earning the most
points in a language quiz, competition motivates learners to actively engage with language learning
activities and strive for excellence. In addition, collaboration is encouraged through gamified ELT
activities that involve group challenges, collaborative problem-solving, or peer interactions. Learners work
together to achieve common language learning objectives, promoting teamwork and communication in
English (Wulantari et al., 2023)
These gamification components in ELT aim to create a motivating and immersive language learning
experience. By leveraging points, badges, leaderboards, narratives, feedback, rewards, competition, and
collaboration, gamified ELT platforms enhance learner engagement, motivation, and ultimately, language
acquisition outcomes.

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2.4. Effectiveness of Gamification in ELT

One of the primary benefits of gamification in English Language Teaching (ELT) is its ability to
significantly improve learner motivation and engagement. Gamified ELT environments harness the
intrinsic appeal of game elements, such as challenges, rewards, and competition, to create an engaging and
enjoyable learning experience. Learners are motivated to actively participate in language tasks, invest more
time in learning activities, and demonstrate a higher level of commitment to their language studies. This
heightened motivation and engagement often lead to a more positive attitude toward language learning and
a willingness to persist in the face of challenges (Baysal & İnanç, 2022).
Gamification in ELT has been shown to have a positive impact on learning outcomes. Learners who
engage with gamified language learning activities tend to exhibit improved language proficiency,
vocabulary retention, and grammar comprehension. The interactive and immersive nature of gamification
allows learners to apply their language skills in real-world scenarios, reinforcing their understanding of
linguistic concepts. Additionally, the continuous feedback and progress tracking in gamified ELT
environments empowers learners to take ownership of their learning, facilitating a deeper and more
meaningful language acquisition process (Chamboko-Mpotaringa & Manditereza, 2023).
Gamification contributes to the long-term retention of language skills and knowledge. By integrating
repetition, reinforcement, and spaced retrieval into gamified activities, learners have the opportunity to
revisit and reinforce their language learning over time. The memorable experiences created through
gamified narratives and challenges enhance learners' ability to recall and apply language skills in future
contexts. This extended retention ensures that language proficiency is not just short-term memorization but
becomes ingrained in learners' long-term linguistic competence (Krath et al., 2021).
Gamification in ELT is highly adaptable to diverse learner profiles. It accommodates various learning
styles, preferences, and proficiency levels. Gamified environments can be tailored to address the specific
needs of individual learners, offering a personalized learning experience. Additionally, gamification caters
to the interests and motivations of a wide range of students, making it an inclusive approach that appeals to
both younger and adult learners, as well as those with diverse cultural and linguistic backgrounds. The
flexibility of gamification ensures that educators can create dynamic and accommodating language
learning experiences for a broad spectrum of students (Szabó & Kopinska, 2023).
In summary, the effectiveness of gamification in ELT is evident through its capacity to improve
motivation, enhance learning outcomes, promote long-term retention, and adapt to the needs of diverse
learners. These advantages underscore the potential of gamification as a powerful tool in transforming
traditional language education into an engaging and effective 21st-century learning experience.
2.5. Benefits and Challenges
One of the primary benefits of gamification in English Language Teaching (ELT) is the significant
increase in student engagement. Gamified learning environments captivate learners' attention by
incorporating elements like points, badges, leaderboards, and interactive narratives, making language
learning more enjoyable and motivating. As a result, students become more actively involved in their
language studies, leading to higher levels of participation and a deeper commitment to learning (Panmei &
Waluyo, 2022).
Gamification promotes critical thinking skills among language learners. Gamified ELT activities often
require learners to solve problems, make decisions, and apply language skills in context. This engagement
in complex, real-world scenarios stimulates critical thinking, analytical reasoning, and problem-solving
abilities. Learners develop a deeper understanding of language structures and usage as they navigate these
challenges, fostering higher-order thinking skills. Furthermore, gamified ELT experiences emphasize the
real-world application of language skills. Learners engage in language tasks within immersive narratives,
scenarios, and interactive challenges that mirror authentic language use. This application-oriented approach
equips learners with practical language skills that can be readily applied in everyday communication,
effectively bridging the gap between theory and practice (Chamboko-Mpotaringa & Manditereza, 2023
While gamification offers numerous benefits, there is a potential for over-gamification, where the focus on
game elements overshadows the learning objectives. Overly complex gamified systems or excessive
competition can create stress or detract from the primary goal of language acquisition. Striking a balance
between gamified elements and educational content is crucial to avoid this pitfall. In addition, technical
challenges and access issues may arise when implementing gamification in ELT. Not all learners have

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equal access to digital devices or high-speed internet, potentially creating disparities in their ability to
engage with gamified learning platforms. Educators must consider the technical requirements and ensure
that all students have the necessary access and support to participate fully (Baysal & İnanç, 2022).
Assessment and evaluation in gamified ELT environments can be challenging. Traditional assessment
methods may not align with the dynamic and adaptive nature of gamification. Educators need to develop
new evaluation strategies that measure both language proficiency and the effectiveness of gamified
elements in enhancing learning outcomes. Ensuring that assessment methods are fair, reliable, and valid is
crucial in gamified language learning contexts (Jogo et al., 2022).
In conclusion, gamification in ELT offers numerous benefits, including increased student engagement,
enhanced critical thinking, and practical language application. However, educators should be mindful of
potential challenges such as over-gamification, technical issues, and the need for appropriate assessment
methods to maximize the effectiveness of gamification in language education.
2.6. Studies in Literature about Gamification
In the rapidly evolving landscape of education, the integration of technology and innovative pedagogical
approaches has gained significant attention. Gamification and augmented reality are among the cutting-
edge strategies that have captured the interest of educators and researchers alike. This literature table
provides a comprehensive overview of recent studies that delve into the realms of gamification and
augmented reality in education. Ranging from systematic literature reviews to critical analyses and
empirical investigations, these studies shed light on the purposes, findings, and impacts of incorporating
gamified elements and augmented reality into educational settings. As educators and institutions strive to
enhance engagement, motivation, and learning outcomes, these studies offer valuable insights and findings
that are critical for shaping the future of education. Explore the following table to discover the latest
research findings and trends in the exciting field of gamification and augmented reality in education.
Table 1. Studies on Gamification and Augmented Reality in Education
Authors and Name of the Study Purpose and Findings
Publication Year
Lampropoulos, G., Augmented reality and gamification The study conducted a systematic literature review on augmented reality and
Keramopoulos, E., in education: A systematic literature gamification in education. Findings indicate that when used in a student-centered
Diamantaras, K., & review of research, applications, and manner, these technologies can benefit students by improving engagement,
Evangelidis, G. empirical studies. motivation, active participation, knowledge acquisition, and learning outcomes.
(2022) Teachers also assessed them positively, but the need for appropriate validation tools
and theories was apparent. Gamification can create collaborative and personalized
learning experiences and promote cognitive and social-emotional development.
Nadi-Ravandi, S., & Gamification in education: A This study conducted scientometric and co-occurrence analysis of systematic review
Batooli, Z. (2022) scientometric, content and co- and meta-analysis articles on gamification in education. Findings showed that
occurrence analysis of systematic motivation, learning, and engagement were key variables in gamified education
review and meta-analysis articles. studies, with a focus on e-learning environments. Content analysis categorized
articles into seven categories, including country/territory, duration of intervention,
lessons/content, number of learners, platforms, game elements, and theories.
Almeida, C., Negative effects of gamification in This study aimed to identify negative effects of game design elements in
Kalinowski, M., education software: Systematic education/learning systems. The mapping study revealed 87 papers reporting
Uchôa, A., & Feijó, mapping and practitioner perceptions. undesired effects, with badges, leaderboards, competitions, and points being
B. (2023) common culprits. Negative effects included lack of effect, worsened performance,
motivational issues, and ethical concerns. Developers were often unaware of these
effects, highlighting the need for awareness.
Chugh, R., & Gamification in education: A citation The study explored the citation network of publications related to gamification in
Turnbull, D. (2023) network analysis using education. Themes dominated by gamification included mobile gaming, physical
CitNetExplorer. education, health, business, and more. Evidence of increased student motivation and
improved course results was found. The study provides insights for educators and
institutions looking to incorporate gamification.
Ansar, M., & Gamification in Education and Its This critical review examined gamification's impact on student motivation and
George, G. (2022) Impact on Student Motivation—A academic performance. Gamification was found to be advantageous at all academic
Critical Review. levels, increasing motivation, participation, and interest in learning. Students in
gamified courses were more interested and participatory than those in regular
classrooms.

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Table 1. Studies on Gamification and Augmented Reality in Education-Cont.

Costello, R. (2022) Future directions of gamification in The chapter explores the future directions of gamification in education, including the
education. use of technology and various scenarios to enhance engagement, motivation, and
well-being. It highlights opportunities and challenges in using gamification in
education.
Tamrin, M., Latip, Students’ Acceptance of This study investigated gamification acceptance among Malaysian students,
S. N. N. A., Abdul, Gamification in Education: The considering gender differences. Performance expectancy significantly influenced
M. S., Latip, S. A. Moderating Effect of Gender in gamification acceptance. Gender had a moderating effect on performance
R., Harun, N. A., & Malaysia. expectancy. Gamification was found to be an effective approach for enhancing
Bogal, N. (2022) student engagement.
Montesinos, C. H., A Proposal of a Gamified Physical The study examined the impact of gamified physical education on social and
Gil-Madrona, P., Education Lesson to Enhance Social emotional skills in primary education. Gamified intervention led to higher scores in
Bartolomé, J. G., & and Emotional Skills in Primary social and emotional skills compared to regular physical education. Innovative
Molina, A. S. Education. methodologies like gamification can develop social and emotional skills in students.
(2022)
Aksoy, N., Aksoy, Metaphors developed by teachers for This study explored teachers' perceptions of gamification in education through
E., & Ertugrul, U. S. the gamification approach in metaphors. Teachers used metaphors to describe gamification as an inclusive,
T. A. (2022) education. entertaining, motivating, and creative approach that reaches every child. These
metaphors can aid in understanding and promoting gamification in education.
Moseikina, M., Modern technologies and The study explored the use of gamification in historical education and its impact on
Toktamysov, S., & gamification in historical education. the development of key professional competencies. Gamified history study led to
Danshina, S. (2022) practical knowledge acquisition and skills development relevant for the 21st century.
Gamification kept students interested and engaged in learning. Gamification can
positively influence the evolutionary development of a personality adaptive to the
socio-economic conditions of the 21st century.

In conclusion, this table provides a comprehensive glimpse into the dynamic world of gamification and
augmented reality within the educational landscape. The studies showcased here highlight the multifaceted
nature of these innovative approaches, offering a wealth of insights into their purposes, findings, and
implications. From the positive impact of gamification on student motivation and engagement to the
intricate analysis of its potential negative effects, this collection of research underscores the importance of
thoughtful implementation and ongoing study in this field. Additionally, the exploration of augmented
reality's transformative role in education and its capacity to enhance learning outcomes and cognitive
development paves the way for a new era of immersive and interactive learning experiences. As we
navigate the ever-evolving realm of education, these studies serve as valuable resources for educators,
researchers, and policymakers, guiding us toward a future where technology and innovative pedagogy
combine to unlock the full potential of learning.
The following table presents a comprehensive compilation of studies that explore the realm of gamification
in English language teaching (ELT). In recent years, gamification has emerged as an innovative and
promising approach to enhancing motivation, engagement, and learning outcomes in language education.
This table showcases a diverse array of research endeavors, each contributing valuable insights into the
integration of game elements into ELT. As we delve into this compilation, we will explore the objectives
of these studies, ranging from identifying key factors and challenges in implementing gamification to
evaluating the impact of gamified language learning environments on student engagement and
performance. Together, these studies shed light on the multifaceted landscape of gamification in ELT and
offer valuable perspectives for educators, researchers, and policymakers seeking to leverage gamification's
potential for enriching language education.

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Table 2. Studies on Gamification in English Language Teaching

Authors and Publication Study Title Purpose and Findings
Years
Wulantari, N. P., Rachman, The Role Of Gamification In Examines the impact of gamification in English language teaching (ELT) on
A., Sari, M. N., Uktolseja, L. English Language Teaching: A motivation, engagement, and learning outcomes. Finds that gamification
J., & Rofi'i, A. (2023) Literature Review positively influences student motivation in ELT, promotes active learning
and engagement, fosters collaboration and social interaction, and offers
valuable feedback and progress tracking. Challenges include technology
constraints and pedagogical considerations.
Demirbilek, M., Talan, T., & An Examination of the Factors and Identifies key factors and barriers to implementing gamification in English
Alzouebi, K. (2022) Challenges to Adopting Foreign language teaching. Teachers highlight the effectiveness of
Gamification in English Foreign gamification in language learning but mention challenges such as negative
Language Teaching competitive environments and technical difficulties.
De La Cruz, K. M. L., Noa, Use of gamification in English Investigates the positive effects of gamification on English as a Foreign
S., Gebera, O. W. T., learning in Higher Education: A Language Educational Experiences from University Learners. Gamification
Valencia, C. C. M., systematic review is associated with pleasantness, attractiveness, motivation, and enjoyment,
Velasquez, S. M. B., & as well as language content learning, involvement, and satisfaction.
Postigo, G. S. P. (2023)
Baysal, E. A., & İnanç, H. B. Meta-evaluation of research in the Evaluates research on the use of gamification in English language teaching,
(2022) usage of gamification method in highlighting that studies in the field have been primarily at the master's
English language teaching level, using quantitative methods, and involving university students as
samples.
Panmei, B., & Waluyo, B. The pedagogical use of gamification Investigates the effects of gamified vocabulary learning using the Quizizz
(2022) in English vocabulary training and application, finding that while some significant differences exist, the use of
learning in higher education gamification does not consistently produce better results.
Demirbilek, M. (2023) Mobile Gamification Tools for Explores the benefits and challenges of using mobile gamification tools in
Foreign Language Teaching in language learning, emphasizing the promise of these tools in enhancing
Higher Education engagement and motivation.
Çınar, A., Erişen, Y., & A mixed-method research on the Demonstrates the effectiveness of gamification applications and LMS use in
Çeliköz, M. (2022) effectiveness of using gamification online English lessons, with significant changes observed in students'
elements in an online English performance.
course
Szabó, F., & Kopinska, M. Gamification in foreign language Discusses the potential of gamification in promoting motivation and
(2023) teaching: A conceptual introduction engagement in foreign language teaching, with a focus on differentiation and
individual progress.
Charkova, D. (2022) Gamification in Language Teaching Explores how adult learners perceive gamified activities in their English
at the University Level: Learner language course, finding a high level of student support for gamified
Profiles and Attitudes language instruction. Player types influence attitudes toward specific
gamification elements.
Jannah, R., Nor, H., & The implementation of gamification Investigates the implementation of gamification in grammar instruction and
Asfihana, R. (2023) to teach grammar in higher students' reactions to it, providing insights into gamification phases and
education student perceptions.
Vathanalaoha, K. (2022) Effects of Gamification in English Shows the impact of gamification on student performance and perceptions
Language Learning: The through the "Winner English" program in Thai secondary schools.
Implementation of "Winner
English" in Secondary Education in
Thailand
Kiyançiçek, E., & Uzun.L.. Gamification in English Language Examines the benefits of using Kahoot! for teaching English as a foreign
(2022) Classrooms: The Case of Kahoot! language and provides an overview of classroom activities.
Chamboko-Mpotaringa, M., Innovative Language Learning Explores the transformation of language teaching experiences with
& Manditereza, B. (2023) Approaches: Immersive immersive and gamification technologies, emphasizing their potential
Technologies and Gamification benefits.

In summary, the table provides an overview of various studies exploring the use of gamification in English
language teaching (ELT). These studies span different years and contexts, shedding light on the diverse
perspectives, purposes, and findings related to gamification in ELT. They collectively highlight the
positive impact of gamification on motivation, engagement, and learning outcomes among students,
emphasizing its ability to create enjoyable and effective language learning experiences. However,
challenges such as technical issues, pedagogical considerations, and the need for teacher training are also
recognized. Overall, this table underscores the growing importance of gamification as a pedagogical tool in
ELT, showcasing its potential to enhance language education in diverse settings and contexts.
2.7. Research Trends and Gaps in Gamification for English Language Teaching
The studies included in the table provide valuable insights into the utilization of gamification in English
language teaching (ELT). When analyzing these studies collectively, several research trends and gaps
become evident, offering a comprehensive view of the current state of research in this field.

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Trends:
 One of the dominant trends observed is the consistently positive impact of gamification on student
motivation and engagement in ELT. Gamification elements such as points, leaderboards, and rewards have
been found to foster intrinsic motivation and active participation in language learning.
 Many studies highlight the positive influence of gamification on learning outcomes. Students exposed
to gamified ELT experiences demonstrated enhanced language skills, including vocabulary acquisition,
grammar proficiency, and language production. This trend suggests that gamification can effectively
contribute to language skill development.
 Several studies underscore the importance of technology in implementing gamification in ELT. The
utilization of digital tools and mobile gamification applications is becoming more prevalent, aligning with
the technological advancements of the 21st century.
 Research demonstrates that various gamification elements, including challenges, leaderboards, and
rewards, are being employed in ELT, highlighting the versatility of gamification in catering to diverse
learning preferences.
 Several studies include student perspectives on gamified learning experiences, with the majority
expressing satisfaction and enthusiasm for gamification in ELT. This trend suggests that learners generally
find gamified approaches enjoyable and beneficial.
Gaps:
 While these studies show the short-term benefits of gamification in ELT, there is a notable gap in
research regarding its long-term effects. Further investigation is needed to understand how gamification
impacts language proficiency over extended periods.
 Although mentioned in some studies, there is a need for more in-depth research into the pedagogical
considerations and strategies for effectively integrating gamification into ELT curricula. This includes
aligning gamification with specific learning objectives and ensuring it complements traditional teaching
methods.
 The challenges associated with implementing gamification, including technical issues and adapting to
new teaching approaches, call for research on teacher training and professional development in this area.
Preparing educators to effectively use gamification is essential for its successful implementation.
 Many of the studies originate from different countries and educational settings, highlighting the global
interest in gamification. However, there is a gap in understanding how cultural and contextual factors may
influence the effectiveness of gamification in ELT.
 Limited comparative research exists, particularly comparing the effectiveness of different gamification
elements and approaches in ELT. Such studies could offer guidance on best practices for educators.
In conclusion, while the studies presented in the table collectively demonstrate the benefits of gamification
in ELT, there are clear research trends and gaps to address. Future research should delve into long-term
effects, pedagogical considerations, teacher training, and cultural variations, and conduct more
comparative studies to further advance our understanding of the role of gamification in enhancing English
language teaching.
3. IMPLICATIONS FOR PRACTICE
Effective integration of gamification in English Language Teaching (ELT) necessitates careful
consideration in the design of gamified activities. Educators must adhere to key principles to maximize the
benefits:
 The foundation of gamified activities should rest on clear learning objectives aligned with language
proficiency goals. This alignment ensures that gamification serves as a catalyst for enhancing language
learning outcomes, rather than a mere distraction.
 Striking a balance between challenge and the learners' skill levels is paramount in gamified tasks.
Activities should neither be overly simplistic nor excessively difficult, ensuring learners remain engaged
while experiencing an appropriate level of difficulty.

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 Timely and constructive feedback mechanisms are essential. Learners must receive feedback on their
performance, which serves not only as an evaluative tool but as a guide for self-improvement, promoting a
growth mindset.
 To enhance engagement, educators should craft captivating narratives and immersive scenarios that
contextualize language learning within real-life situations. Incorporating storytelling elements makes
gamified activities more compelling and relevant to learners.
 Gamification should encompass a diversity of elements, ranging from points and badges to leaderboards
and narrative-driven challenges. This diversity accommodates various learner preferences and motivations,
ensuring engagement for a broad spectrum of students.
The adoption of gamification in ELT necessitates a redefinition of the roles of both educators and students:
In gamified ELT environments, teachers often transition into the role of facilitators or guides, diverging
from traditional lecturers. They assume responsibility for designing and managing gamified activities,
offering support and guidance to learners, and evaluating learner progress.
Learners actively engage in their own learning journeys within gamified contexts. They take ownership of
their language learning, make choices within gamified activities, and embark on self-directed language
acquisition. This shift empowers students to become more autonomous and proactive in their learning
endeavors.
Gamification in ELT can harmonize with traditional teaching methods through several strategies:
 A fusion of gamified ELT activities with face-to-face instruction or other online resources facilitates a
comprehensive language learning experience. This integration allows for a well-rounded approach,
capitalizing on the strengths of both traditional and gamified methodologies.
 Ensuring that gamified activities align with curriculum objectives and content is crucial. Gamification
should serve to complement and bolster the broader learning goals of the ELT program, seamlessly fitting
into the educational framework.
 The development of assessment strategies tailored to gamification is vital. Educators should create
assessments that evaluate not only language proficiency but also the effectiveness of gamified elements in
achieving learning outcomes. These assessments should be designed to be fair, reliable, and valid.
 Recognizing the diverse needs of learners, educators should exhibit flexibility in adapting gamification.
Some learners may thrive in gamified environments, while others may benefit more from traditional
instruction. Striving to provide a balanced learning experience that accommodates the preferences and
aptitudes of all students is essential.
By embracing these implications for practice, educators can effectively harness gamification's potential in
ELT, crafting engaging and productive language learning experiences that align with pedagogical
objectives and cater to the unique needs of learners.
4. CONCLUSION
In summary, the studies presented in this literature table have shed light on the growing significance of
gamification in English Language Teaching (ELT). Key findings across these studies highlight the positive
impact of gamification on student motivation, engagement, and learning outcomes. Gamification elements
such as points, leaderboards, and rewards have consistently proven effective in fostering intrinsic
motivation and active participation among students. Moreover, gamification has demonstrated its ability to
enhance various language skills, including vocabulary acquisition, grammar proficiency, and language
production. These findings collectively underscore the potential of gamification as a valuable pedagogical
tool in the field of ELT.
As we look to the future of gamification in ELT, it is clear that this innovative approach holds great
promise for educators and students alike. The continued integration of technology and the development of
mobile gamification applications are expected to play a significant role in expanding the reach and
effectiveness of gamified ELT experiences. Moreover, the emphasis on individualized learning and
differentiation through gamification aligns with the evolving needs of diverse student populations. To fully
harness the potential of gamification, there is a growing need for research on teacher training and
professional development, ensuring that educators are equipped to implement gamified approaches

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effectively. Additionally, addressing cultural and contextual variations in the application of gamification in
ELT will be vital to maximize its impact on global language education.
In conclusion, the studies examined in this table collectively provide a comprehensive overview of the
current landscape of gamification in English Language Teaching. While they offer valuable insights into its
benefits, there remain notable research gaps to explore, such as long-term effects, pedagogical
considerations, and comparative studies. Nevertheless, the positive impact of gamification on student
motivation, engagement, and learning outcomes positions it as a valuable tool for the future of ELT. As
technology continues to evolve and educators adapt to innovative teaching methodologies, gamification is
poised to play an increasingly vital role in shaping the language learning experiences of students
worldwide.
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