The Effectiveness of Gamified Learning in Second Language Acquisition
Keywords:
Gamified learning, second language acquisition, language learning apps, motivation in language learning, Duolingo, Memrise, educational technology, game-based learningAbstract
This study investigates the influence of gamified learning on second language acquisition, focusing on how game-based elements affect learner motivation, engagement, and language skill development. Gamified learning refers to the integration of game-like features such as points, levels, badges, and leaderboards into educational environments to make learning more interactive and enjoyable. The research specifically examines the impact of these features on core language competencies: reading, writing, listening, and speaking. Data for the study were gathered through an online survey employing the snowball sampling method, involving 24 participants who are currently engaged in learning a second language. The majority of respondents reported using popular language-learning applications such as Duolingo and Memrise, both of which are known for incorporating gamified techniques. The findings reveal that gamified learning tools significantly enhance learners' motivation and reduce performance anxiety. Participants noted that the game-like format helped them remain focused, increased their willingness to practice regularly, and made the overall experience more enjoyable. Additionally, consistent users of gamified platforms expressed greater enthusiasm for language learning and reported noticeable improvements in their language skills. While the study offers promising insights, it is limited by its small sample size and reliance on self-reported perceptions, which may not fully capture objective learning outcomes. Nevertheless, the research underscores the potential of gamified learning as an effective strategy for encouraging sustained, autonomous, and enjoyable language learning. Future studies with larger and more diverse samples are recommended to validate and expand upon these findings.
References
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. In Proceedings of the 15th International Academic MindTrek Conference
(pp. 9-15).
Dichev, C., & Dicheva, D. (2017). Gamification in education: Where are we in 2015? International Journal of Educational Technology in Higher Education, 14(1), 1-36.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20-20.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom. Computers & Education, 80, 152-161.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38-57.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates. Computers in Human Behavior, 69, 371-380.
Suh, A., Wagner, C., & Liu, L. (2018). The effects of gamification on learning. Educational Technology & Society, 21(3), 78-89.
Vasalou, A., Ingram, G., & Joinson, A. (2012). How gamification can help vocabulary acquisition. Journal of Computer-Assisted Learning, 28(3), 295-307.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media, Inc.
Wang, Y., & Lieberoth, A. (2016). The effect of points and audio feedback on motivation in gamification. Computers & Education, 86, 29-38.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? Proceedings of the 47th Hawaii International Conference on System Sciences, 3025-3034
Alshammari, R., & Almasri, N. (2023). Investigating the role of gamification in improving English language skills among Saudi university students. Language Learning & Technology, 27(1), 44–62.
Alsubaie, M. A., & Albashtawi, A. H. (2021). The impact of gamification-based instruction on motivation and engagement in EFL learning. Arab World English Journal, 12(1), 209–225.
Chen, H. R., Yang, T. C. K., & Hsiao, C. H. (2021). A study of mobile game-based learning for English language learners. Educational Technology & Society, 24(1), 1–12.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9–15.
Hamari, J., Koivisto, J., & Sarsa, H. (2016). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025–3034.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161.
Huang, W. H.-Y., & Soman, D. (2023). Gamification of education. Journal of Educational Psychology, 115(2), 321–336.
Jiang, H., & Luk, J. (2023). Effects of gamified reading tasks on EFL learners’ comprehension and motivation. Reading in a Foreign Language, 35(1), 90–108.
Ortega, A., & Gómez, M. (2021). Personalization in gamified language learning environments: Benefits and challenges. ReCALL, 33(2), 135–150.
Safatian, A. (2024). Motivational impacts of mobile gamified applications in ESL classrooms. Educational Linguistics Research, 6(1), 54–69.
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31.
Sung, H. Y., & Hwang, G. J. (2018). Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. Interactive Learning Environments, 26(2), 301–314.
Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study. City University of New York.
Wu, M., & Liu, X. (2022). Gamification in language education: A systematic review of empirical research. Computer Assisted Language Learning, 35(3), 456–478.