TY - JOUR

T1 - Enhancing EFL/ESL instruction through gamification

T2 - a comprehensive review of empirical evidence

AU - Chan, Sumie

AU - Lo, Noble

PY - 2024/8/14

Y1 - 2024/8/14

N2 - Introduction: In the landscape of English language education, the integration of gamification has marked a transformative trend. This systematic review, utilizing a rapid evidence assessment methodology, critically examines thirty empirical studies from the Web of Science, spanning the years 2010 to 2022. It aims to synthesize the current body of research on the incorporation of gamification into EFL/ESL pedagogy. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was followed when conducting this study to provide a comparative study on the methodology and results of systematic reviews on the use of various digital gaming platforms in China, Malaysia, the United Arab Emirates, Korea, the Netherlands, Saudi Arabia, Iran, Spain, Turkey, and Ecuador. The synthesis of studies under review identifies a spectrum of gamification components incorporated within the educational frameworks. Results: Our analysis reveals an ascending trajectory in the prevalence of gamification within this academic sphere and corroborates its efficacy as a catalyst for language acquisition. The synthesis of studies under review identifies a spectrum of gamification components incorporated within the educational frameworks. Discussion: The collected evidence underscores gamification’s role in enhancing English proficiency, influencing learners’ attitudes and emotional engagement positively, and fostering an immersive language learning milieu. Furthermore, this review delineates strategic insights and identifies key gamification components instrumental in orchestrating gamified educational experiences. The implications of the findings extend to pedagogical practices, providing a guide for educators in the design and implementation of gamified language learning environments.

AB - Introduction: In the landscape of English language education, the integration of gamification has marked a transformative trend. This systematic review, utilizing a rapid evidence assessment methodology, critically examines thirty empirical studies from the Web of Science, spanning the years 2010 to 2022. It aims to synthesize the current body of research on the incorporation of gamification into EFL/ESL pedagogy. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was followed when conducting this study to provide a comparative study on the methodology and results of systematic reviews on the use of various digital gaming platforms in China, Malaysia, the United Arab Emirates, Korea, the Netherlands, Saudi Arabia, Iran, Spain, Turkey, and Ecuador. The synthesis of studies under review identifies a spectrum of gamification components incorporated within the educational frameworks. Results: Our analysis reveals an ascending trajectory in the prevalence of gamification within this academic sphere and corroborates its efficacy as a catalyst for language acquisition. The synthesis of studies under review identifies a spectrum of gamification components incorporated within the educational frameworks. Discussion: The collected evidence underscores gamification’s role in enhancing English proficiency, influencing learners’ attitudes and emotional engagement positively, and fostering an immersive language learning milieu. Furthermore, this review delineates strategic insights and identifies key gamification components instrumental in orchestrating gamified educational experiences. The implications of the findings extend to pedagogical practices, providing a guide for educators in the design and implementation of gamified language learning environments.

KW - learning outcomes

KW - gamification

KW - empirical review

KW - gamification strategies

KW - EFL/ESL pedagogy

U2 - 10.3389/feduc.2024.1395155

DO - 10.3389/feduc.2024.1395155

M3 - Journal article

VL - 9

JO - Frontiers in Education

JF - Frontiers in Education

SN - 2504-284X

M1 - 1395155

ER -