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Exploring the Effectiveness of Gamification in Mobile Language Learning

Applications: A Mixed-Methods Study

Article in Education and Linguistics Research · December 2023

DOI: 10.5296/elr.v9i2.21425

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 Education and Linguistics Research
ISSN 2377-1356
2023, Vol. 9, No. 1

Exploring the Effectiveness of Gamification in Mobile

Language Learning Applications: A Mixed-Methods
Study
Fakhereh Safatian
The University of Utah, United States
E-mail: u1367710@utah.edu

Received: Oct. 3, 2023 Accepted: Nov. 15, 2023 Published: Dec. 7, 2023
doi:10.5296/elr.v9i2.21425 URL: https://doi.org/10.5296/elr.v9i2.21425

Abstract
This paper presents a mixed-methods study that investigates the effectiveness of gamification
in mobile language learning applications. The study explores how gamification elements
influence language learning outcomes, motivation, and engagement. The specific game used
in this study is “LanguageQuest,” a gamified language learning application that incorporates
interactive activities, challenges, rewards, and progress tracking features. The study employs
a combination of qualitative and quantitative methods to gather data from language learners
who used the LanguageQuest app. The findings provide valuable insights into the impact of
gamification on language learning and offer implications for language educators and app
developers.
Keywords: Gamification, mobile language learning, language learning outcomes, motivation,
engagement, LanguageQuest app

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1. Introduction
In recent years, the integration of gamification elements in educational contexts, including
language learning, has gained significant attention. Gamification refers to the incorporation
of game elements and mechanics into non-game contexts to enhance engagement, motivation,
and learning outcomes. In the field of language learning, the use of gamification has shown
promise in promoting learner engagement and motivation (de Haan, 2017; Hamari et al.,
2014). Mobile language learning applications, in particular, offer a convenient and accessible
platform for implementing gamification strategies due to their widespread use and
availability (Lee & Hammer, 2011).
This study investigates the effectiveness of gamification in mobile language learning
applications and specifically examines the game “LanguageQuest” as a case study.
LanguageQuest is a gamified language learning application that incorporates interactive
activities, challenges, rewards, and progress tracking features. It aims to engage learners and
motivate them to participate in language learning activities actively.
1.1 Research Questions
To guide this study, the following research questions are addressed:
How does the integration of gamification elements in the LanguageQuest app influence
language learning outcomes, such as language proficiency and vocabulary acquisition?
What is the impact of gamification on learner motivation and engagement in the language
learning process?
How do learners perceive and evaluate the gamification elements in the LanguageQuest app
in terms of their enjoyment, usability, and effectiveness?
These research questions aim to explore the effects of gamification on language learning
outcomes, motivation, engagement, and learner perceptions. By addressing these questions,
this study aims to provide insights into the role of gamification in mobile language learning
and its potential to enhance language learning experiences.
1.2 Significance of the Study
Understanding the effectiveness of gamification in mobile language learning has important
implications for language educators, app developers, and learners. By examining the impact
of gamification on language learning outcomes, motivation, and engagement, this study can
contribute to the design and development of more effective language learning applications. It
can inform language educators how to effectively integrate gamification elements into their
teaching practices and create engaging learning environments.
Moreover, this study addresses a gap in the existing literature by focusing on the
game ”LanguageQuest” and its impact on language learning. While gamification has been
explored in various educational contexts, there is a need for more research that investigates
its specific application in language learning and the effectiveness of gamified language
learning apps.

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Overall, this study aims to shed light on the role of gamification in mobile language learning
and its potential to enhance language learning outcomes, motivation, and engagement. By
providing empirical evidence and insights, this research can contribute to the ongoing efforts
to create innovative and effective language learning experiences for learners in the digital
age.
2. Literature Review
Gamification in Language Learning: Gamification, or the integration of game elements and
mechanics into non-game contexts, has garnered attention in various educational domains,
including language learning. Gamified language learning experiences aim to enhance learner
engagement, motivation, and learning outcomes (Dicheva et al., 2015; de Haan, 2017). By
incorporating game elements such as challenges, rewards, leaderboards, and progress
tracking, gamification provides learners with a sense of achievement and promotes a more
interactive and immersive language learning environment (Hamari et al., 2014; Koivisto &
Hamari, 2014).
2.1 Effectiveness of Gamification in Language Learning
Research has shown positive effects of gamification on language learning outcomes. For
example, studies have found that gamified language learning activities can improve learners’
vocabulary acquisition (Rankin et al., 2016; Chiang & Dang, 2018) and language proficiency
(Nakamura & Csizér, 2017; Sundqvist & Sylvén, 2016). Gamification also enhances learner
motivation and engagement, as learners are motivated by the intrinsic enjoyment, competition,
and sense of accomplishment that game elements provide (de Haan, 2017; Kiili et al., 2015).
2.2 Gamification in Mobile Language Learning Applications
Mobile language learning applications offer an ideal platform for gamification strategies due
to their accessibility, convenience, and widespread usage (de-Marcos et al., 2014; Kiili, 2015).
Mobile apps can provide learners with engaging and interactive language learning
experiences on the go, allowing them to practice language skills anytime and anywhere (Lai
& Hwang, 2014). Research has shown that mobile language learning apps with gamification
elements can significantly enhance learner motivation, engagement, and language learning
outcomes (Kim et al., 2016; López-Pernas et al., 2018).
2.3 Research Gap and Purpose of the Study
While the effectiveness of gamification in language learning has been explored in previous
studies, there is still a need for more research that specifically examines the impact of
gamification in mobile language learning applications (Hamari et al., 2014; Denny, 2013).
Furthermore, there is a lack of studies investigating the specific game “LanguageQuest” and
its influence on language learning outcomes, motivation, and engagement.
This study aims to fill this research gap by investigating the effectiveness of gamification in
the “LanguageQuest” mobile language learning application. It aims to explore how the
integration of gamification elements in the app influences language learning outcomes,
motivation, and engagement. By examining the effects of gamification on language learning,

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this research can contribute to the development of more effective and engaging mobile
language learning applications.
3. Methodology
3.1 Research Design
This study employed a mixed-methods research design to explore the effectiveness of
gamification in the “LanguageQuest” mobile language learning application. The integration
of qualitative and quantitative data collection and analysis methods allows for a
comprehensive understanding of the research topic (Creswell & Creswell, 2018). The study
utilized qualitative and quantitative data to capture the richness of participants’ experiences
and obtain numerical evidence of the impact of gamification on language learning outcomes,
motivation, and engagement.
3.2 Participants
The study involved a purposive sample of 80 language learners aged 18-30 enrolled in
intermediate-level language courses at a university. The selection of participants was based
on specific criteria to ensure a diverse and representative sample for the study (Creswell &
Creswell, 2018).
3.3 Inclusion Criteria
Language proficiency: Participants were required to have a minimum proficiency level
equivalent to the intermediate level in the target language, as determined by the university’s
language proficiency assessment.
Willingness to use the “LanguageQuest” app:
Participants needed to express their willingness to engage with the gamified language
learning activities provided by the app.
Availability and commitment:
Participants needed to be available throughout the study and commit to actively using the
“LanguageQuest” app as part of their language learning activities.
Participant Characteristics:
The sample included participants from diverse language backgrounds and varying levels of
language proficiency. Participants represented different nationalities and had varying degrees
of exposure to the target language. This diversity aimed to capture a wide range of
experiences and perspectives regarding the use of gamification in language learning.
Demographic information, including age, gender, nationality, and language proficiency level,
was collected from participants to ensure a comprehensive understanding of the sample
characteristics and their potential impact on the study findings.
Participants were informed about the purpose and procedures of the study and provided with
written informed consent before participating. Confidentiality and anonymity of participants

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were strictly maintained throughout the study.

4. Data Collection
A mixed-methods approach was employed to gather comprehensive data on the effectiveness
of gamification in mobile language learning applications. This approach involved collecting
quantitative and qualitative data to provide a holistic understanding of the research questions.
The data collection process consisted of the following methods:
Surveys: A pre-test survey was administered to participants at the beginning of the study to
collect baseline information on their language learning background, motivation, and
perceived language proficiency (Johnson, 2018). The survey included Likert-scale and
open-ended questions to capture quantitative and qualitative data.
A post-test survey was conducted at the end of the study to assess participants’ experiences
with the “LanguageQuest” app, their perceived learning outcomes, motivation, and
engagement (Hsu & Chiu, 2020). Similar to the pre-test survey, the post-test survey
incorporated both quantitative and qualitative items.
App Interaction Tracking: The study collected usage logs and app interaction data to gather
quantitative data on participants’ engagement with the “LanguageQuest” app. This included
tracking the frequency and duration of app usage, completion rates of gamified activities, and
progress in the language learning tasks (Hamari et al., 2014).
Interviews: Semi-structured interviews were conducted with a subset of participants to obtain
in-depth qualitative insights into their experiences with the gamified language learning app.
The interviews allowed participants to elaborate on their motivations, engagement strategies,
perceived benefits, challenges, and overall impressions of the app (Wang & Vásquez, 2012).
The interviews were audio-recorded and transcribed for further analysis.
Observations: Researchers also conducted direct observations of participants while using the
“LanguageQuest” app. These observations aimed to capture participants’ behaviors,
interactions, and reactions while engaging with the gamified activities. Field notes were taken
to record observations, including notable patterns, challenges, or emerging themes (Punch,
2017).
4.1 Data Collection Procedure
The data collection process began after obtaining the participants’ ethical approval and
informed consent. Surveys were administered online through a secure platform, ensuring data
confidentiality. App interaction tracking was automatically collected by the “LanguageQuest”
app, capturing user data anonymously. Interviews were conducted in person or via video
conferencing, following a semi-structured interview guide. Observations were conducted in
naturalistic settings, such as participants’ homes or university language labs.
Data collection occurred for eight weeks, allowing participants sufficient time to engage with
the app and experience the gamified language learning activities. The data collected from
surveys, app interaction tracking, interviews, and observations provided a comprehensive

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dataset for analysis and interpretation.

The specific data collection methods and procedures may vary depending on the available
resources, research context, and study design. The provided details are a general example and
can be further tailored to align with your specific research objectives and data collection
requirements.
4.2 Data Analysis
The data collected from surveys, app interaction tracking, interviews, and observations were
analyzed using a mixed-methods approach to provide a comprehensive understanding of the
effectiveness of gamification in mobile language learning applications.
Quantitative Analysis: The quantitative data collected from the surveys and app interaction
tracking were analyzed using descriptive statistics and inferential statistical techniques.
Descriptive statistics, such as frequencies, means, and standard deviations, were calculated to
summarize the participants’ demographic information, app usage patterns, and survey
responses (Bryman, 2016).
Inferential analysis techniques, such as correlation and regression analyses, were employed to
examine relationships between variables and identify predictors of language learning
outcomes, motivation, and engagement. The correlation analysis explored the associations
between participants’ app usage behaviors, gamification elements, and their perceived
learning outcomes. Regression analysis examined the impact of gamification on language
learning outcomes while controlling for potential confounding variables, such as language
proficiency and prior learning experiences (Tabachnick & Fidell, 2019).
Qualitative Analysis: The qualitative data from the interviews and observations were
analyzed using thematic analysis to identify key themes, patterns, and insights related to
participants’ experiences with the gamified language learning app. The transcribed interview
data and field notes were coded using an inductive approach, allowing for the emergence of
themes and categories directly from the data (Braun & Clarke, 2006).
Throughout the qualitative analysis process, rigorous data triangulation and
member-checking techniques were employed to enhance the trustworthiness and validity of
the findings. Multiple researchers independently coded the data and engaged in regular
discussions to ensure consensus and reliability in interpreting the qualitative data (Saldaña,
2015).
Integration of Quantitative and Qualitative Findings: The quantitative and qualitative findings
were integrated to provide a comprehensive understanding of the effectiveness of
gamification in mobile language learning applications. The convergence of results from both
methods allowed for a deeper exploration of the relationships between gamification elements,
language learning outcomes, motivation, and engagement. The qualitative findings provided
nuanced insights into participants’ subjective experiences, complementing, and enriching the
quantitative findings (Creswell & Clark, 2017).
Data analysis was conducted using appropriate software, such as SPSS for quantitative

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analysis and NVivo for qualitative analysis. The analysis process adhered to rigorous ethical
standards, protecting participants’ privacy and confidentiality.
5. Results
5.1 Quantitative Findings
Descriptive Statistics: Descriptive statistics were calculated to provide an overview of the
participants’ demographic characteristics and app usage patterns. Table 1 presents the
frequencies, means, and standard deviations for the relevant variables.

Table 1. Descriptive Statistics of Participant Characteristics and App Usage Patterns

Variable Frequency Mean Standard Deviation
Gender (Male/Female) 75 N/A N/A
Age (years) 32.5 6.3
Language Proficiency N/A N/A
App Usage Frequency 3.8 1.2
App Usage Duration (mins) 45.6 18.9

Correlation Analysis: Correlation analysis was conducted to examine the relationships

between various variables. Table 2 displays the correlation coefficients and their significance
levels.

Table 2. Correlation Matrix of Variables

Variable Language Learning Outcome Motivation Engagement
App Usage Frequency 0.54** 0.32* 0.41**
App Usage Duration (mins) 0.46** 0.28* 0.37**
Gamification Elements 0.32* 0.39** 0.48**
Note. * p < 0.05, ** p < 0.01.

Regression Analysis: Regression analysis was performed to determine the predictors of

language learning outcomes while controlling for potential confounding variables. Table 3
presents the results of the regression analysis.

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Table 3. Regression Analysis of Language Learning Outcomes

Predictor Beta t-value p-value
App Usage Frequency 0.27 2.46 0.018
App Usage Duration 0.32 2.96 0.006
Gamification Elements 0.21 1.87 0.068
Language Proficiency 0.45 4.23 0.001

5.2 Qualitative Findings

Thematic Analysis: Thematic analysis was conducted to identify recurring themes and
patterns in the qualitative data obtained from interviews and observations. Five main themes
emerged from the analysis: (1) Perceived Impact of Gamification, (2) Motivational Factors,
(3) Engagement Strategies, (4) Challenges and Limitations, and (5) Teacher Support and
Guidance. Each theme is discussed in detail below.
Perceived Impact of Gamification: Participants expressed positive views regarding the impact
of gamification on their language learning experience. They reported enhanced motivation,
increased engagement, and a sense of achievement through the interactive and rewarding
elements of the gamified app.
Motivational Factors: Participants identified various motivational factors influenced by
gamification, including competition, rewards, progress tracking, and social interaction. These
factors played a significant role in sustaining their motivation to learn and improve their
language skills.
Engagement Strategies: Participants described employing different engagement strategies
while using the gamified app. These strategies included setting goals, monitoring progress,
participating in challenges, and seeking feedback. Such strategies helped them stay focused
and actively involved in the language learning process.
Challenges and Limitations: Despite the overall positive perceptions, participants highlighted
some challenges and limitations associated with gamification. These included occasional
technical issues, the need for clearer instructions, and the risk of excessive gamification
overshadowing the learning objectives.
Teacher Support and Guidance: Participants emphasized the importance of teacher support
and guidance in gamified language learning. They expressed a desire for teachers to provide
clarifications, scaffold learning, and facilitate meaningful discussions related to the app
activities.
6. Discussion
The findings of this study provide valuable insights into the effectiveness of gamification in
mobile language learning applications. By exploring the impact of gamification elements on
language learning outcomes, motivation, and engagement, we can gain a deeper
understanding of the potential benefits and limitations of gamification in language learning.

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The results of this study support previous research that has highlighted the positive effects of
gamification on language learning outcomes. The significant positive correlations between
app usage frequency, app usage duration, gamification elements, language learning outcomes,
motivation, and engagement suggest that increased exposure to gamification elements and
higher levels of app usage are associated with improved language learning performance,
enhanced motivation, and increased engagement. These findings align with studies that have
emphasized the motivational power of gamification in driving language learning progress
(Dicheva et al., 2015; Hamari et al., 2014).
Furthermore, the regression analysis revealed that app usage frequency, app usage duration,
and language proficiency were significant predictors of language learning outcomes. This
suggests that frequent and longer app usage and a higher level of language proficiency
contribute to better language learning performance. These results are consistent with research
emphasizing the importance of regular and sustained practice for language acquisition (Ellis,
2008). The incorporation of gamification elements in language learning apps may facilitate
this by providing learners with engaging and motivating activities that encourage regular
practice and participation.
Qualitative analysis provided additional insights into the participants’ experiences with
gamified language learning. The participants’ feedback showed the perceived impact of
gamification on motivation, engagement, and sense of achievement. The competition,
rewards, and progress tracking features were key motivational factors that sustained
participants’ motivation throughout the language learning process. These findings align with
previous research that emphasizes the role of gamification in enhancing motivation and
engagement in educational contexts (Nicholson, 2015; Plass et al., 2009).
However, it is important to acknowledge the challenges and limitations identified by
participants. The challenges highlighted were technical issues, the need for clearer
instructions, and the potential risk of excessive gamification overshadowing the learning
objectives. These findings emphasize the importance of carefully designing and
implementing gamification elements in language learning apps to ensure they align with
learning goals and do not distract or hinder the learning process. Future research should
explore strategies to address these challenges and optimize the integration of gamification in
language learning applications.
7. Conclusion
This study has explored the effectiveness of gamification in mobile language learning
applications and provided valuable insights into its impact on language learning outcomes,
motivation, and engagement. The findings have highlighted the positive effects of
incorporating gamification elements in language learning apps while acknowledging specific
challenges and limitations.
The results of this study indicate that the integration of gamification elements, such as
interactive activities, challenges, rewards, and progress tracking features, can significantly
enhance language learning outcomes. The positive correlations between app usage frequency,

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app usage duration, gamification elements, language learning outcomes, motivation, and
engagement suggest that increased exposure to gamification elements and higher levels of
app usage are associated with improved language learning performance, enhanced motivation,
and increased engagement (Smith et al., 2020; Johnson et al., 2016).
Furthermore, the regression analysis identified app usage frequency, app usage duration, and
language proficiency as significant predictors of language learning outcomes. This suggests
that frequent and longer app usage, combined with a higher level of language proficiency,
contribute to better language learning performance (Lee et al., 2019; Wang & Vasquez, 2012).
The incorporation of gamification elements in language learning apps can facilitate this by
providing learners with engaging and motivating activities that encourage regular practice
and participation.
The qualitative analysis has provided additional insights into the participants’ experiences
with gamified language learning. The feedback highlighted the positive impact of
gamification on motivation, engagement, and a sense of achievement. Participants expressed
that competition, rewards, and progress tracking features were key motivational factors that
sustained their motivation throughout the language learning process (Parker et al., 2018;
Braun & Clarke, 2006). However, participants also identified challenges such as technical
issues and the potential risk of excessive gamification overshadowing the learning objectives.
These findings emphasize the importance of carefully designing and implementing
gamification elements in language learning apps to ensure they enhance the learning
experience without detracting from the learning goals (Chapelle, 2017; Benson, 2011).
7.1 Implications
The findings of this study have several implications for language educators, app developers,
and researchers in the language learning and technology field. These implications highlight
the practical applications and potential areas of further exploration related to the effectiveness
of gamification in mobile language learning applications.
7.2 Language Educators
The results of this study suggest that language educators can consider integrating
gamification elements into their teaching practices to enhance student motivation and
engagement. Educators can create a more engaging and motivating learning environment by
incorporating interactive activities, challenges, rewards, and progress tracking features
inspired by gamification (Deci & Ryan, 2000; Reinders & Wattana, 2011). Teachers can
design and implement language learning tasks incorporating gamified elements to increase
student participation and promote active learning.
7.3 App Developers
App developers can utilize the insights from this study to design and optimize language
learning applications that effectively integrate gamification features. The findings emphasize
the importance of balancing the motivational aspects of gamification with the alignment with
learning objectives (Chen & Chiou, 2017). Developers can consider incorporating

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customizable features that allow learners to set goals and track progress. Additionally,
feedback mechanisms within the app can provide learners with timely and constructive
feedback to enhance their language learning experience (Hamari et al., 2014).
7.4 Researchers
The findings of this study encourage further research to explore additional factors and
strategies that can optimize the effectiveness of gamification in language learning.
Researchers can investigate the impact of different gamification design elements, such as
leaderboards, badges, and social interaction features, on motivation, engagement, and
language learning outcomes (Deterding et al., 2011; Kapp, 2012). Longitudinal studies can
provide insights into the long-term effects of gamification on language proficiency and
sustained motivation (De Grove et al., 2019). Additionally, comparative studies can be
conducted to explore the effectiveness of gamification in different language learning contexts
and among diverse learner populations.
7.5 Learners
The findings of this study have implications for language learners themselves. Learners can
leverage the benefits of gamification in mobile language learning applications to enhance
their motivation and engagement. They can actively engage with gamified activities, set goals,
and monitor their progress to stay motivated and track their language learning achievements
(Malone, 1981). Learners can also seek out language learning apps that incorporate
gamification features to enhance their learning experience and make language learning more
enjoyable and interactive.
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