Article Sidebar

Download
PDF
Statistic
Read Counter : 1147 Download : 615

Main Article Content

Abstract

Gamification is gaining increasing attention in English Language Teaching (ELT) as a strategy to increase learner engagement and motivation through game elements such as points, badges, leaderboards, and digital platforms such as Kahoot, Duolingo, and Quizizz. This Systematic Literature Review (SLR) analyzes 30 empirical studies published between 2021 and 2025 using the PRISMA framework to investigate the effects of gamification on learner motivation and engagement. The review finds that gamification generally has a positive impact on learner participation and enjoyment, increasing intrinsic and extrinsic motivation. However, challenges remain regarding the long-term sustainability of these motivational benefits and the risks of over-reliance on extrinsic rewards. The analysis also reveals that while digital tools dominate gamification in ELT, the use of mixed or adaptive strategies is limited. Furthermore, little research addresses the long-term effects of gamification on language proficiency and skill retention. These findings highlight the need for future research to explore adaptive gamification models, the integration of non-digital elements, and their alignment with pedagogical principles. This review offers valuable insights for educators and curriculum developers who wish to implement effective and sustainable gamification strategies in ELT.

Keywords

English Language Teaching Gamification Learner Engagement Motivation Systematic Literature Review

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Ashfiah, D., Rafi’ah Nur, Salasiah Ammade, Ammang Latifa, & Syawal. (2025). Gamification in ELT: A Systematic Review of Its Effects on Learner Engagement and Motivation. FOSTER: Journal of English Language Teaching, 6(1), 22-42. https://doi.org/10.24256/foster-jelt.v6i1.248
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Aguilar-Cruz, P. J., & Álvarez Guayara, H. A. (2021). A Serious Game to Learn English: The Case of Bethe1Challenge. International Journal of Serious Games, 8(4), 65–80. https://doi.org/10.17083/ijsg.v8i4.448
  2. Amalia, T., Inayati, D., & Marini, A. (2023). Improving Students’ Motivation in Learning English through Gamification. Jurnal Pendidikan Bahasa Inggris Undiksha, 11(1), 1–9. https://doi.org/10.23887/jpbi.v11i1.63332
  3. Amin, S. N. (2021). Gamification of Duolingo in Raising Students’ English Language Learning Motivation. Lingua Scientia, 13(2), 191–213. https://doi.org/10.21274/ls.2021.13.2.191-213
  4. Angelia, F., Suharjito, S., & Isa, S. M. (2021). Improving English Learning by Gamification with MDA Framework. Journal of Games, Game Art, and Gamification, 5(2), 33–40. https://doi.org/10.21512/jggag.v5i2.7474
  5. Baah, C., Govender, I., & Subramaniam, P. R. (2023). Exploring the Role of Gamification in Motivating Students to Learn. International Journal on E-Learning Practices, 6(1). https://doi.org/10.51200/ijelp.v6i1.4610
  6. Daulay, S. H., & Adelita, D. (2023). Using Scrabble as a Gamification to Enhance Students’ Motivation and Vocabulary Acquisition. Metathesis: Journal of English Language, Literature, and Teaching, 7(1), 1–16. https://doi.org/10.31002/metathesis.v7i1.150
  7. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
  8. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining “Gamification”. MindTrek ’11: Proceedings of the 15th International Academic MindTrek Conference, 9–15. https://doi.org/10.1145/2181037.2181040
  9. Ennouari, A., & Houssaini, K. (2023). Transformative Impacts of ICT-Based Gamification on English Language Teaching in Moroccan Education. International Journal For Multidisciplinary Research, 5(6). https://doi.org/10.36948/ijfmr.2023.v05i06.9649
  10. García, I., García, E., de Guevara, B. B., & Gutiérrez, F. L. (2019). Educational Videogames and Motivation: Relationships, Comparisons, and Trends. Computers & Education, 142, 103641. https://doi.org/10.1016/j.compedu.2019.103641
  11. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? – A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Hawaii International Conference on System Sciences (HICSS), 3025–3034. https://doi.org/10.1109/HICSS.2014.377
  12. Inayati, N., & Waloyo, A. A. (2022). The Influence of Quizziz-Online Gamification on Learning Engagement and Outcomes. Journal on English as a Foreign Language, 12(2), 249–271. https://doi.org/10.23971/jefl.v12i2.3546
  13. Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. John Wiley & Sons.
  14. Landers, R. N. (2014). Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning. Simulation & Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660
  15. Lee, K.-W. (2023). Effectiveness of Gamification and Selection of Appropriate Teaching Methods of Creativity: Students’ Perspectives. Heliyon, 9(10), e20420. https://doi.org/10.1016/j.heliyon.2023.e20420
  16. Mahbubah, L., & Anam, S. (2022). Students’ Perceptions on the Implementation of Kahoot! in English Language Teaching. Lingua Scientia, 29(1), 23–32. https://doi.org/10.23887/ls.v29i1.35644
  17. Mila, H., & Mahbub, M. A. (2022). An Alternative Board Game to Promote EFL Learners’ Grammatical Skill. EnJourMe, 7(1), 78–87. https://doi.org/10.26905/enjourme.v7i1.7043
  18. Mustagis, R. M. S. G., Hijayadi, R., Rufiani, R., Al Mubarok, M. T., Jamilah, J., & Pratiwi, D. (2024). Benefits of Kahoot in Improving 7th Grade Junior High School English Vocabulary. English Education and Literature Journal (E-Jou), 4(2), 69–78. https://doi.org/10.53863/ejou.v4i02.1014
  19. Na, K., & Han, K. (2023). How Leaderboard Positions Shape Our Motivation: The Impact of Competence Satisfaction and Frustration on Motivation in a Gamified Crowdsourcing Task. Internet Research, 33(7), 1–18. https://doi.org/10.1108/INTR-12-2021-0897
  20. Nordin, S. S., & Swanto, S. (2023). The Impact of Implementing Quizizz on Developing Vocabulary Skills in Language Learning Among Malaysian Secondary School Students in Rural Areas. International Journal on E-Learning Practices, 6(1). https://doi.org/10.51200/ijelp.v6i1.4610
  21. Oliveira, W., Hamari, J., et al. (2022). The Effects of Personalized Gamification on Students’ Flow Experience, Motivation, and Enjoyment. Smart Learning Environments, 9(1). https://doi.org/10.1186/s40561-022-00194-x
  22. Panmei, B., & Waluyo, B. (2023). The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education. Education Sciences, 13(1), 24. https://doi.org/10.3390/educsci13010024
  23. Putra, P. P., & Priyatmojo, A. S. (2021). Students' Perception Toward Gamification Applied in English Language Classroom. ELT Forum, 10(1), 21–29. https://doi.org/10.15294/elt.v10i1.40558
  24. Sartika, K. D., Heriyawati, D. F., & Elfianto, S. (2023). The Use of Blooket: A Study of Students’ Perception Enhancing English Vocabulary Mastery. ENGLISH FRANCA, 7(2), 357. https://doi.org/10.29240/ef.v7i2.7406
  25. Su, C.-H., & Cheng, C.-H. (2015). A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements. Educational Technology & Society, 18(2), 4–23. https://www.jstor.org/stable/jeductechsoci.18.2.4
  26. Subhash, S., & Cudney, E. A. (2018). Gamified Learning in Higher Education: A Systematic Review of the Literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028
  27. Toda, A. M., Valle, P. H., & Isotani, S. (2019). The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education. CSEDU 2019: Proceedings of the 11th International Conference on Computer Supported Education, 1, 87–97. https://doi.org/10.5220/0007728300870097
  28. Torres Rodríguez, D. A., Armijos Ramírez, M. R., Criollo Vargas, M. I., & Salazar Chamba, E. M. (2023). Gamification Strategies on the Development of English Listening Comprehension Skills. Revista Multidisciplinaria Investigación Contemporánea, 1(2), 30–57. https://doi.org/10.58995/redlic.ic.v1.n2.a51
  29. Yu, Z. (2023). Learning Outcomes, Motivation, and Satisfaction in Gamified English Vocabulary Learning. SAGE Open, 13(2). https://doi.org/10.1177/21582440231158332
  30. Zarzycka-Piskorz, E. (2016). Kahoot It or Not? Can Games Be Motivating in Learning Grammar? Teaching English with Technology, 16(3), 17–36. http://www.tewtjournal.org
  31. Zhou, Z., & Yu, Z. (2022). The Impact of Gamification on the Time-Limited Writing Performance of English Majors. Education Research International, 2022, Article ID 4650166. https://doi.org/10.1155/2022/4650166