ISSN: 2226-6348
Open access
Game-based learning is a well-known trend in education, which provides an interesting strategy for teaching English as a second language (ESL). However, it might be difficult for educators to choose the best game-based learning platform for their students, especially Generation Z, who are easily distracted by their phones and rapidly lose interest. Thus, this review systematically identifies the types of gaming platforms utilized and language skills that are prioritized for English as a second language (ESL) acquisition. 24 articles out of 145 from 2020 to 2024 were extracted using three databases such as Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC) with the application of exclusion and inclusion criteria. The findings revealed that the most widely used approach of gamifying education is through the implementation of online platforms like Quizizz and Kahoot, where grammar and vocabulary are taught naturally and practiced with other language skills rather than separately. The results of the selected articles showed that game-based learning environments increase ESL students' interest and engagement while also assisting them in acquiring particular skills successfully. However, most research on gamified platforms in ESL acquisition focused on college and university students. undoubtedly creates a new path for future research.
Feichas, F. A., & Seabra, R. D. (2023). Evaluation of perception of use of a gamified platform from the student perspective: An approach for studying unified modeling language. Informatics in Education, 22(3), 369-394.
Anak Yunus, C. C., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: The case of Quizizz. Journal of Education and e-Learning Research, 8(1), 103-108.
Wang, D., Md Khambari, M. N., Wong, S. L., & Razali, A. B. (2021). Exploring interest formation in english learning through xplorerafe+: A gamified ar mobile app. Sustainability, 13(22), 12792.
Idris, M. I., Said, N. E. M., & Tan, K. H. (2020). Game-based learning platform and its effects on present tense mastery: Evidence from an ESL classroom. International Journal of Learning, Teaching and Educational Research, 19(5), 13-26.
Abenes, F. M., Caballes, D. G., Balbin, S. A., & Conwi, X. L. P. (2023). Gamified Mobile Apps’ Impact on Academic Performance of Grade 8 in a Mainstream Physics Class. Journal of Information Technology Education: Research, 22, 557-579.
Annamalai, N., Eltahir, M. E., Al Salhi, N. R., Zakarneh, B., & Zyoud, S. H. (2022). Investigation of Malaysian ESL Students’ Learning Experience of the Smartphone Applications for English Language Learning. International Journal of English Language and Literature Studies, 11(4), 202-211.
Maraza-Quispe, B., Traverso-Condori, L. C., Torres-Gonzales, S. B., Elena, R., Reyes-Arco, S. T. T. T., Reyes-Villalba, E., & del Rocio Carpio-Ventura, J. (2024). Impact of the Use of Gamified Online Tools: A Study with Kahoot and Quizizz in the Educational Context. International Journal of Information and Education Technology, 14(1).
Halim, M. S. A. A., Hashim, H., & Yunus, M. M. (2020). Pupils' Motivation and Perceptions on ESL Lessons through Online Quiz-Games. Journal of Education and E-Learning Research, 7(3), 229-234.
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.
Cortés-Pérez, I., Zagalaz-Anula, N., López-Ruiz, M. D. C., Díaz-Fernández, Á., Obrero-Gaitán, E., & Osuna-Pérez, M. C. (2023, February). Study based on gamification of tests through kahoot!™ and reward game cards as an innovative tool in physiotherapy students: A preliminary study. In Healthcare (Vol. 11, No. 4, p. 578). MDPI.
Hellín, C. J., Calles-Esteban, F., Valledor, A., Gómez, J., Otón-Tortosa, S., & Tayebi, A. (2023). Enhancing student motivation and engagement through a gamified learning environment. Sustainability, 15(19), 14119.
Pham, A. T. (2023). The impact of gamified learning using Quizizz on ESL learners’ grammar achievement. Contemporary Educational Technology, 15(2), ep410. https://doi.org/10.30935/cedtech/12923
John, P. W., Mohamad, M., Mahmud, S. N. D., & Fuad, N. I. M. (2021). The perceptions of tertiary level learners on the use of mobile app ‘Balloon Vocabulary’in improving vocabulary for reading comprehension. Theory and practice in language studies, 11(9), 1007-1017.
Yunus, M. M., Yen, E. L. Y., Khair, A. H. M., & Yusof, N. M. (2020). Acquisition of vocabulary in primary schools via GoPic with QR code. International Journal of English Language and Literature Studies, 9(3), 121-131.
Saraubon, K. (2021). Development and evaluation of a mobile game as an English learning tool for ESL learners. International Journal of Advanced and Applied Sciences, 8(7), 77-83.
Krishnan, S. D., Norman, H., & Md Yunus, M. (2021). Online gamified learning to enhance teachers’ competencies using classcraft. Sustainability, 13(19), 10817.
Wahyuni, S., & Etfita, F. (2023). The application of Kahoot as an online assessment tool to foster student’s engagement: Student’s experiences and voices. Register Journal, 16(2), 248-266.
Voreopoulou, A., Mystakidis, S., & Tsinakos, A. (2024). Augmented Reality Escape Classroom Game for Deep and Meaningful English Language Learning. Computers, 13(1), 24.
Panmei, B., & Waluyo, B. (2022). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 24.
Casanova-Mata, I. (2023). Enhancing English Acquisition: Effects of among us Game-Based Gamification on Language Competence, Motivation, Attention, and Attitude towards the English Subject. Education Sciences, 13(11), 1094.
Bagunaid, W., Meccawy, M., Meccawy, Z., & Allinjawi, A. A. (2022). Tracking English language learners' progress through a gamified social visualisation tool to increase motivation and performance. International Journal of Technology Enhanced Learning, 14(3), 286-306.
Cruz, P. J. A., & Guayara, H. A. Á. (2021). A serious game to learn English: The case of Bethe1Challenge. International Journal of Serious Games, 8(4), 65-80.
Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142-159.
Husin, M. Z. M., & Azmuddin, R. A. (2022). Learner Engagement in Using Kahoot! within a University English Proficiency Course. Educational Process: International Journal.
Koç, G., & Sütçü, S. S. (2023). The Impact of Gamification on Secondary School Students' Grammar Proficiency. Educational Policy Analysis and Strategic Research, 18(1), 31-49.
Nozhovnik, O., Harbuza, T., Teslenko, N., Okhrimenko, O., Zalizniuk, V., & Durdas, A. (2023). Chatbot Gamified and Automated Management of L2 Learning Process Using Smart Sender Platform. International Journal of Educational Methodology, 9(3), 603-618.
Muengsan, S., & Chatwattana, P. (2024). The Game-Based Learning (GbL) Platform with Generative AI to Enhance Digital and Technology Literacy Skills. Higher Education Studies, 14(1), 46-53.
Islam, M. N., Hasan, U., Islam, F., Anuva, S. T., Zaki, T., & Islam, A. N. (2022). IoT-based serious gaming platform for improving cognitive skills of children with special needs. Journal of Educational Computing Research, 60(6), 1588-1611.
Acosta-Medina, J. K., Torres-Barreto, M. L., & Cárdenas-Parga, A. F. (2021). Students' preference for the use of gamification in virtual learning environments. Australasian Journal of Educational Technology, 37(4), 145-158.
Waluyo, B., & Tran, H. M. (2023). Implementing gamified vocabulary learning in asynchronous mode. TEFLIN Journal, 34 (1), 136-156.
Yu, Z. (2023). Learning outcomes, motivation, and satisfaction in gamified English vocabulary learning. SAGE Open, 13(2), 21582440231158332.
Tenório, K., Chalco Challco, G., Dermeval, D., Lemos, B., Nascimento, P., Santos, R., & Pedro da Silva, A. (2020). Helping teachers assist their students in gamified adaptive educational systems: Towards a gamification analytics tool. In Artificial Intelligence in Education: 21st International Conference, AIED 2020, Ifrane, Morocco, July 6–10, 2020, Proceedings, Part II 21 (pp. 312-317). Springer International Publishing.
Otto, K., Kröhn, C., & Sabitzer, B. (2020). Immersion into the World of Gaming: An Approach of Introducing Gamification in an Educational Context. In CSEDU (2) (pp. 245-252).
Nurieva, G. R. (2020). Peculiarities of Gamification in Foreign Language Teaching in the Context of Digitalization of Education. ARPHA Proceedings, 3, 1849-1860.
Arce, N. H., & Valdivia, A. C. (2020). Adapting competitiveness and gamification to a digital platform for foreign language learning. International Journal of Emerging Technologies in Learning (iJET), 15(20), 194-209.
López-Martínez, A., Meroño, L., Cánovas-López, M., García-de-Alcaraz, A., & Martínez-Aranda, L. M. (2022). Using gamified strategies in higher education: relationship between intrinsic motivation and contextual variables. Sustainability, 14(17), 11014.
Al-Dosakee, K., & Ozdamli, F. (2021). Gamification in teaching and learning languages: A systematic literature review. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 559-577.
Jun, F., Jiao, J., & Lin, P. (2020). Influence of virtual CSR gamification design elements on 'customers' continuance intention of participating in social value co-creation. Asia Pacific Journal of Marketing and Logistics, 32(6), 1305-1326. https://doi.org/10.1108/APJML-03-2019-0213
Page, M.J.; McKenzie, J.E.; Bossuyt, P.M.; Boutron, I.; Hoffmann, T.C.; Mulrow, C.D.; Shamseer, L.; Tetzlaff, J.M.; Akl, E.A.; Brennan, S.E.; et al. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ 2021, 372, 1–9.
Wong, L.H.; Chan, T.W.; Chen, W.; Looi, C.K.; Chen, Z.H.; Liao, C.C.; King, R.B.; Wong, S.L. IDC theory: Interest and the interest loop. Res. Pract. Technol. Enhanc. Learn. 2020, 15, 1–16. [CrossRef]
Sanjilatheeban, T., & Yunus, M. M. (2024). Use of Digital Tools to Support Productive ESL Skills: Secondary ESL Teachers’ Insights Post COVID-19 Pandemic. International Journal of Academic Research in Progressive Education and Development, 13(2).
Pazilah, F. N., Hashim, H., Yunus, M. M., & Rafiq, K. R. M. (2024). Exploring Malaysian ESL Pre-service Teachers' Perceptions on Knowledge of Learners, Digital Literacy and 21st Century Competency. International Journal of Learning, Teaching and Educational Research, 23(1), 300-317.
Chun, T. W., & Yunus, M. M. (2023). Exploring teachers’ technology acceptance during COVID-19 pandemic: A systematic review (2020-2022). Int J Eval & Res Educ ISSN, 2252(8822), 8822.
Iberahim, A., Yunus, M. M., & Sulaiman, N. A. (2023). A review on technology enhanced language learning (TELL). International Journal of Academic Research in Business and Social Sciences, 13(2), 1509-1519.
Earichappan, D., & Hashim, H. (2024). Game-Based Learning in ESL Context: A Systematic Literature Review (2020-2024). International Journal of Academic Research in Progressive Education and Development, 13(3), 3573–3594.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode