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A scoping review of gamified applications in English language teaching: a comparative discussion with medical
Zahra Zolfaghari1, Zahra Karimian2, Nahid Zarifsanaiey3
1Department of E-Learning in Medical Sciences, Virtual School, Center of Excellence in e-Learning, Student Research Committee, Shiraz University of Medical Sciences, Neshat Street, Sadra & Sina Hall, Shiraz, Iran.
Background:
With the increasing integration of technology in education, understanding how gamification can enhance language learning is crucial for developing effective teaching strategies. This scoping review explored the current landscape of gamified applications within TEFL while discussing comparative insights from medical education to outline effectiveness and potential across disciplines.
Method:
A systematic search following the PRISMA-ScR protocol was conducted across PubMed, Scopus, Web of Science, CINAHL, Cochrane Library, ERIC, and Embase databases to identify studies published between 2010 and 2024. English or Persian Quantitative, qualitative, or mixed-methods research examining interventional approaches or gamified applications in TEFL reporting on the effectiveness of these applications, detailing their design and implementation strategies, and identify the target student populations were included.
Results:
A total of 33 studies were included in the review, with an emphasis on their publication year, geographical distribution, study designs, delivery modes, technology utilization, gamification elements, and measurement tools. The review revealed that most publications were concentrated in 2018, with a significant number originating from Asia. The total number of students involved in the intervention studies was 2,531. Quasi-experimental pretest/posttest designs were the most common methodologies used, followed by mixed-method approaches. Online delivery emerged as the predominant mode of instruction, with mobile learning technologies frequently utilized. Feedback was identified as the most commonly employed gamification element, followed by challenges that fostered learner engagement.
Conclusion:
The findings highlighted the effectiveness of gamified applications in enhancing motivation and engagement among language learners. Immediate feedback and interactive elements are critical components that contribute to improved learning outcomes. As interest in gamification continues to grow, further research is warranted to explore its long-term impacts and potential applications across diverse educational contexts. This review underscores the importance of integrating gamification into TEFL to create dynamic and effective learning environments.
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