GLOBAL TRENDS AND IMPACTS OF GAMIFICATION IN LANGUAGE

LEARNING: A BIBLIOMETRIC ANALYSIS

ABSTRACT
This study investigates global trends and impacts of gamification in language learning,
focusing on how research in this area has evolved over the past two decades (2000–2024). A
bibliometric approach was adopted, utilizing data from the Scopus database and applying the
PRISMA framework to systematically identify and include 358 relevant articles. The study
employed bibliometric tools, VOSviewer and Bibliometrix, to analyze collaboration networks,
keyword associations, and publication trends. The findings reveal significant global growth
in gamification research, with a sharp increase in publications between 2015 and 2020,
driven by advancements in digital learning technologies. Countries such as the United States,
Spain, Indonesia, and Malaysia emerged as key contributors. Gamification was shown to
enhance motivation, engagement, and learning outcomes, particularly in vocabulary and
grammar instruction, while its impact on speaking skills remains underexplored. Cultural,
technological, and policy factors were found to influence the adoption of gamification,
suggesting that localized strategies are essential for effective implementation. This study
offers original insights into the global development and application of gamification in
language learning and highlights gaps that require further exploration, such as its use in
advanced language skills and technology-limited settings. The findings provide practical
implications for educators, curriculum developers, and policymakers to design inclusive and
adaptive gamification strategies that address diverse educational contexts.
Keywords: Gamification, Language Learning, Bibliometric Analysis, Educational
Technology, VOSviewer
independently (Shortt et al., 2023).
INTRODUCTION Elements such as levels, leaderboards, and
rewards have proven effective in
In the past decade, gamification has increasing student motivation and
emerged as a significant innovation in engagement (Sailer & Homner, 2020;
education, particularly in language Shortt et al., 2023). This is further
learning. Gamification, which refers to the supported by the role of gamification in
application of game elements in non-game fostering social connectedness and
contexts, has been shown to enhance competence, as noted in the context of
student engagement and motivation online education (Mahmud et al., 2020).
through a more interactive and enjoyable
approach (Fitria, 2023). With the Traditional language learning often faces
integration of digital technology, challenges in maintaining student
gamification is now widely utilized across engagement, especially in repetitive tasks
various language learning platforms, such as vocabulary and grammar
including online applications like acquisition. Gamification offers a solution
Duolingo, which provides daily challenges by providing a system of rewards and
and rewards to motivate users to learn challenges that encourage students to
actively participate in learning while

1
receiving instant feedback, accelerating the developing globally and what its impact is
language acquisition process (Huang et al., on education. This is where bibliometric
2020). This has been particularly effective analysis plays a crucial role. This approach
in enhancing language learning outcomes allows researchers to map the existing
at various educational levels, as identified literature, identify prominent authors and
by multiple meta-analyses (Luo, 2023; institutions, and understand how research
Sailer & Homner, 2020). on gamification in language education has
shifted over time (Huang et al., 2020).
The relevance of gamification is becoming
Through this approach, we can explore key
more apparent in 21st-century education,
questions such as: How have global trends
particularly with the growing use of online
in gamification research in language
learning and app-based technologies like
learning evolved from 2000 to 2024? What
Duolingo and other mobile learning
is the impact of gamification on language
applications (Shortt et al., 2023).These
learning outcomes? Additionally, we aim
platforms not only offer flexibility in
to identify the most influential researchers
learning but also support a more
and institutions to understand how their
personalized learning process, allowing
contributions have shaped the global trends
students to learn anytime and anywhere
and impacts of gamification in language
through mobile devices (Luo, 2023; Shortt
learning.
et al., 2023). In many cases, students have
shown significant increases in motivation The objective of this article is to answer
when using gamification-based these questions by mapping global trends
applications for learning foreign languages and analyzing the impact of gamification
(Luo, 2023; Sailer & Homner, 2020). The in language learning through a bibliometric
COVID-19 pandemic has further approach. By analyzing the existing
accelerated the transition to online literature, this research will provide
insights into the evolution of research in
learning, where gamification methods have
the field of gamification, identify the most
played a crucial role in maintaining student
productive countries and institutions, and
motivation and engagement in virtual evaluate the influence of gamification on
learning environments (Topushipambao, language acquisition. The findings are
2022). expected to provide guidance for
educators, curriculum developers, and
Some studies have found that learning
policymakers in leveraging gamification to
outcomes may vary depending on the game
enhance the effectiveness of language
elements used, students' backgrounds, and learning.
the learning design employed (Huang et
al., 2020; Luo, 2023). Meta-analyses Gamification has rapidly evolved as an
indicate that factors such as social innovative approach in education. The
moderation, collaboration, and competition application of game elements such as
can influence the effectiveness of points, badges, levels, and challenges in
gamification in language learning (Huang non-game contexts aims to enhance
et al., 2020; Luo, 2023). students’ motivation, engagement, and
learning outcomes. Gamification seeks to
With the rising popularity of gamification transform passive and monotonous
in language learning, there is a growing learning into a more interactive and
need to understand how this trend is enjoyable experience, especially in

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language learning (Chen & Zhao, 2022; specific goals in language learning. These
Grosseck et al., 2020). rewards serve as recognition of students'
efforts and help build a sense of
In language learning, gamification has
accomplishment that drives motivation
become increasingly popular as it
(Chen & Zhao, 2022). Another key
addresses common challenges in
element is the leaderboard, which allows
traditional methods, such as a lack of
students to engage in healthy competition
student engagement. Repetition in learning
with peers. Such competition adds an extra
vocabulary or grammar often causes
incentive to keep learning, as students are
boredom, and gamification offers a fresh
motivated to improve their rankings among
approach. Research has shown that
friends (Gupta & Goyal, 2022).
gamification in language learning creates a
Additionally, gamification introduces
more engaging learning atmosphere,
levels and challenges, creating a
stimulates students' intrinsic motivation,
progressively challenging pathway as skills
and encourages active involvement (Gupta
improve. With progressively advancing
& Goyal, 2022). Applications like
levels, learning becomes more dynamic,
Duolingo have successfully integrated
enabling students to gradually enhance
gamification elements like daily
their language abilities (Tan, 2018).
challenges, leaderboards, and rewards to
motivate students to learn languages These gamification elements facilitate
independently. Users can participate in personalized and self-paced learning,
daily challenges and earn rewards for their significantly impacting intrinsic motivation
learning achievements (Shi & Cristea, and increasing student participation in
2016). language learning (Denden et al., 2020).
Independent learning combined with
Digital technology plays a crucial role in
game-like challenges encourages students
the implementation of gamification in
to keep progressing and maximize their
education. With the rise of online learning
learning potential (Gupta & Goyal, 2022).
applications and platforms, gamification
adoption is becoming more widespread. Gamification in education is closely
Game-based learning enables students to related to Self-Determination Theory
learn anytime and anywhere, transforming (SDT), developed by (Ryan & Deci, 2000).
how they interact with language learning According to this theory, there are three
materials, particularly with challenging basic psychological needs underlying
and motivating gamification features intrinsic motivation: competence,
(Grosseck et al., 2020). autonomy, and social relatedness (Chen &
Zhao, 2022; Denden et al., 2020).
Gamification in language learning refers to
Gamification addresses the need for
the use of game elements to improve the
competence by providing challenges that
effectiveness and efficiency of foreign
match an individual's abilities, allowing
language learning. Points, badges,
them to feel more competent after
leaderboards, and levels are some of the
completing tasks. When students achieve
core components applied in gamified
in-game goals, they receive instant
learning (Tan, 2018). Points and badges
feedback that reinforces their sense of
reward students for their achievements,
accomplishment (Gupta & Goyal, 2022).
such as completing tasks or reaching
Furthermore, gamification fosters

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autonomy by giving students the freedom quantitative analysis, including the
to manage their learning process. They can mapping of citation patterns, key
choose when and how to learn, giving contributors, and thematic trends over time
them greater control over their learning (Arruda et al., 2022). The combination of
experience. This feature is evident in these tools allowed for both
applications like Duolingo, where users comprehensive statistical analysis and rich
can choose their learning paths and pace visual representations, enabling a nuanced
(Tan, 2018). Lastly, social relatedness is understanding of global research trends in
promoted through elements like gamification.
leaderboards or group challenges, which
enable social interactions that promote
competition and collaboration, providing
social experiences that enhance motivation
(Gupta & Goyal, 2022).
In addition, gamification aligns with
constructivist principles, where learners
actively build knowledge through
participation in interactive learning
activities. Through immediate feedback
and tiered challenges, students can build
deeper and more applicable language
understanding (Denden et al., 2020).

METHODS

This study employed a bibliometric

approach to investigate global research
trends and the impacts of gamification in
language learning. To achieve this,
bibliometric tools such as VOSviewer and
Bibliometrix were utilized to analyze and
visualize global research trends and
Figure 1. PRISMA Flow Diagram
collaboration networks. VOSviewer was
used primarily for visualizing relationships Data for this study were collected from the
among researchers, keywords, and Scopus database, covering publications
citations, providing detailed insights into between 2000 and 2024, a period chosen
collaboration patterns (Moral-Muñoz et al., due to the significant growth of
2020). It has been widely applied in gamification research in education. The
bibliometric surveys on gamification in search used the keywords ‘Gamification
education, facilitating the identification of AND Language,’ which yielded 1,283
geographic distribution, research documents. To ensure a rigorous and
collaboration, and citation networks across systematic process, the PRISMA
different regions (Swacha, 2021). framework was employed, comprising four
Meanwhile, Bibliometrix, a tool based on stages: identification, screening, eligibility,
the R platform, supported more detailed and inclusion, as illustrated in Figure 1. In

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the identification stage, all relevant language learning. The PRISMA
documents, including journal articles, framework ensured transparency and rigor
conference papers, and book chapters, in data selection, while the combination of
were retrieved to maximize coverage. bibliometric and qualitative methods
During the screening stage, 925 documents enabled the identification of both broad
were excluded based on predefined trends and specific insights into how
criteria, such as selecting only peer- gamification influences language learning.
reviewed journal articles, focusing on
subjects within social sciences, arts, and
RESULTS AND DISCUSSION
humanities, and removing duplicates. The
eligibility stage involved a detailed This section presents the findings from the
evaluation of 358 articles to confirm their bibliometric analysis and qualitative
relevance to the research focus. Finally, all content analysis conducted in this study.
358 articles were included in the analysis, The results highlight global research
forming a robust dataset that underpins the trends, collaboration networks, and key
study's conclusions. themes in gamification research in
language learning. Additionally, the
In addition to analysing global research analysis identifies the most influential
trends, this study examined the impacts of authors, institutions, and regions
gamification on language learning as contributing to this field. Specifically, the
reported in the selected articles. Abstracts first aspect of this analysis is the
of the 358 articles were systematically examination of annual scientific
reviewed to identify themes related to production, which provides insights into
gamification’s impact, including the growth and evolution of gamification
motivation, engagement, and learning research over time. Understanding these
outcomes. The qualitative content analysis trends is crucial, as they not only highlight
focused on categorizing reported impacts the increasing attention the field has
into cognitive (e.g., mastery of vocabulary received but also identify periods of
significant growth, providing a foundation
and grammar), motivational (e.g.,
for future research directions.
increased willingness to complete tasks),
and social (e.g., enhanced peer interaction)
dimensions. Each abstract was manually
coded, and recurring patterns were
identified to highlight dominant trends and
variations in the reported impacts.
By integrating VOSviewer’s visualization
capabilities with Bibliometrix’s analytical
depth, the study provided a comprehensive
Figure 2. Annual Scientific Production of
perspective on global publication trends,
Gamification Studies
geographic distribution of research, and the
impacts of gamification in language Based on Figure 2. annual scientific
learning. These methods were specifically production gamification studies, the
chosen to address the study’s objectives of distribution of publications related to
mapping global research trends and gamification in language learning shows
analyzing the impacts of gamification on

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significant growth from 2012 to 2024. language learning. These applications
During the early period, from 2012 to offered more interactive and challenging
2016, the number of publications was very learning methods, proven to be effective in
low, almost nonexistent, indicating that supporting the language learning process.
this topic was still in its early stages of As the use of technology in education
development. It can be assumed that, expanded, gamification became an
during this period, gamification had not yet attractive research topic for academics,
become a major focus of research in explaining the surge in publications during
language learning and was not widely used this period.
or understood by academics and
Overall, the graph shows that gamification
educational practitioners.
in language learning has evolved into a
However, this trend began to shift in 2017, significant research field, particularly since
when the number of publications started to the onset of the COVID-19 pandemic,
increase. The first notable spike occurred driven by the shift to online learning and
in 2018, marking a growing interest among the development of digital technology. The
researchers in the use of gamification in recent surge in publications indicates that
educational contexts, particularly in
this topic continues to garner attention,
language learning. A more drastic surge
with the trend likely to persist as learning
occurred between 2020 and 2022, with the
technologies continue to advance in the
number of publications peaking at over 60
articles per year in 2022. This reflects the future.
increased attention and adoption of
gamification methods across various
educational settings.
One of the primary factors contributing to
this significant increase between 2020 and
2022 was the impact of the COVID-19
pandemic, which dramatically changed the
way education was conducted. The
pandemic forced a large-scale shift to Figure 3. Article Production by Country
online learning, making digital technology, The three sets of data presented—article
including gamification, an essential tool production by country, top institutional
for maintaining student engagement in affiliations, and international collaboration
remote learning environments. —offer a comprehensive view of the
Gamification emerged as an effective development of research on gamification
strategy for enhancing student motivation in language learning. Each graph provides
and engagement in online learning, which different insights, but when analyzed in-
in turn spurred more research in this area. depth, the interconnections between them
Additionally, rapid advancements in become clearer.
mobile technology and the rise of Figure 3 highlights the article production
gamification-based learning applications, by country, showcasing the nations that are
such as Duolingo, played a crucial role in the most productive in publishing research
driving the adoption of gamification in related to gamification in language

6
learning. Countries like the United States and developing gamification in education,
(USA), Spain, Indonesia, Malaysia, and even though the countries where these
China hold the top positions with institutions are based (Hong Kong and
significant growth in publication numbers, Malaysia) do not necessarily top the list of
especially since 2020. This increase can be article production by country.
linked to advancements in educational
Interestingly, some countries with high
technology and the wider adoption of
publication numbers, such as the United
gamification in these countries. The
States and China, do not have institutions
COVID-19 pandemic also played a
dominating the top affiliation list. This
significant role in driving the surge in
suggests that publications from these
research, as it forced a shift towards online
countries may be more dispersed across
learning and the use of gamification
various institutions rather than being
elements to maintain student engagement
concentrated in one or two universities.
in digital learning environments.
Conversely, institutions in Hong Kong and
For example, the United States and Spain Taiwan appear to have a more focused
lead in the total number of articles approach, with certain key institutions
published, with the U.S. being the most being highly active in gamification
prolific. This may indicate a stronger focus research.
on gamification research and
implementation in education, supported by
robust digital education infrastructures in
these countries. Meanwhile, countries like
Indonesia and Malaysia have also shown
significant growth in research
contributions, indicating the increasing
adoption of technology in Southeast Asia.

Figure 5. International Collaboration

The graph in Figure 5 provides an
overview of international collaboration
between researchers from different
countries in gamification research. The
Figure 4. Top Institutional Affiliations United States is seen as a central hub of
collaboration, with strong connections to
Figure 4 illustrates the institutions that are countries such as Indonesia, China,
most active in publishing research related Malaysia, and Spain. This strong
to gamification. Notably, The University collaboration is one of the reasons why the
of Hong Kong and Universiti Kebangsaan U.S. leads in total publication numbers.
Malaysia (UKM) stand out as the most Even though U.S. institutions do not
productive institutions, with 17 and 13 dominate the top affiliation list, extensive
articles, respectively. These institutions international collaboration ensures that
show a high commitment to researching U.S.-based researchers are involved in

7
many research projects that are eventually publication numbers, even if the country as
published. a whole does not have the same volume of
publications as others.
Meanwhile, countries like Spain also have
strong collaborative ties with other
European nations, such as Italy and
Estonia. This regional collaboration in
Europe may explain why Spain has a high
publication volume, particularly in
gamification research. In Asia,
collaboration between countries like
Indonesia, Malaysia, and China with the
U.S. shows that gamification research in
the region is not only being developed at Figure 6. Productive Authors
the national level but also involves broader
international collaboration. According to Figure 6, several authors
stand out as the most productive
The connections between these three sets contributors in the field of gamification in
of data can be observed in the patterns of language learning. Chu SKW emerges as
collaboration and publication distribution. the most prolific author, with eight
Countries with strong collaborative ties, published documents. Chu's contributions
such as the United States and Spain, tend are critical in enriching the literature on
to have higher publication numbers even gamification, particularly in terms of both
though their institutions may not always empirical and theoretical research
dominate the top affiliation list. This regarding the effectiveness of gamification
indicates that publication contributions in enhancing student engagement and
come not only from centralized institutions learning outcomes. Other prominent
but also from extensive cross-country contributors include Kitsnik M with six
collaborations. Conversely, some countries articles, and Soboleva EV and Lopez-
with highly productive institutions, such as Bouzas N, each with four articles. These
Hong Kong and Taiwan, have a more authors have significantly contributed to
focused research effort concentrated in a advancing research on gamification in
few leading institutions but may lack the language learning.
broader international collaboration seen in
countries like the U.S. or Spain. Their work has directed academic attention
towards specific topics, such as how game
Overall, these graphs demonstrate that the elements can be effectively implemented
development of research related to in language learning. They are likely
gamification in language learning is instrumental in popularizing the use of
heavily influenced by international gamification through educational
collaboration networks, institutional technology applications and developing
involvement, and the research focus in new models that have been adopted by
each country. Cross-country collaboration other researchers worldwide. Given the
plays a key role in expanding research high number of articles published by these
impact, while leading institutions in certain authors, it can be inferred that they have
countries can significantly drive up shaped the research trends, especially

8
concerning the design of interactive rewards) can be effectively integrated into
learning experiences. the learning process to enhance student
motivation. Furthermore, they have been
key in promoting various gamification
applications that help students engage in
independent and interactive language
learning, particularly in the context of
online learning and mobile learning, which
have gained popularity in recent years.
The influence of these authors and journals
Figure 7. Productive Journals can also be seen in the formation of a
global research community increasingly
The Figure 7, which shows the most
interested in the application of innovative
relevant journals, highlights Education and
technologies in education. Through their
Information Technologies as the top
publications, they provide the conceptual
journal, with 15 published documents. This
and methodological groundwork for other
journal, focusing on information
researchers to further explore how
technology in education, plays a central
gamification can be more effectively
role in disseminating the latest knowledge
utilized in various educational contexts,
and findings related to gamification in
including language learning.
language learning. It likely serves as the
preferred platform for researchers in Overall, these authors and journals play a
educational technology to publish their critical role in shaping the academic
findings on the effectiveness of discourse on gamification, driving forward
gamification as a learning strategy. research that expands the application of
gamification in education across the globe.
Other influential journals include the
Their contributions have laid a foundation
International Journal of Emerging
for ongoing research that seeks to explore
Technologies in Learning and
new avenues and expand the scope of
Sustainability, with 12 and 11 articles
gamification's impact on student
published, respectively. These journals not
engagement and learning outcomes.
only focus on education but also
encompass technology and sustainability
aspects, which are highly relevant in
gamification research. They offer
platforms to discuss the long-term impact
of game-based technology applications in
language learning, from both technological
and social sustainability perspectives.
The most productive authors and journals
in the field of gamification in language
learning significantly influence the
direction of research in this area. They help Figure 8. Keyword Visualization Graph
set the main research topics, such as how
game elements (e.g., points, levels, and

9
The visualization of keywords from important in foreign language learning,
research related to gamification in which often requires long-term dedication
language learning, as shown in figure 8, and repetitive practice.
reveals several key themes that
Moreover, keywords like serious games
demonstrate a strong connection between
and game elements show that much
gamification and essential aspects of
research focuses on using game
language education. The term gamification
components specifically designed for
stands out as the central keyword most
educational purposes. Serious games help
frequently associated with other concepts
integrate language learning in a more
such as language learning, e-learning, and
practical and enjoyable way, proving
blended learning. This suggests that
effective in improving students'
gamification is actively being applied in
understanding of the subject matter.
various language learning contexts,
whether in fully online environments or Recent studies have also highlighted the
through blended learning approaches, application of advanced technologies such
where game elements are integrated to as artificial intelligence and virtual reality
enhance interactivity and student in gamified language learning. AI and
engagement. virtual reality allow for more realistic
interactive simulations, where students can
Educational technology plays a crucial role
practice language skills in real-world
in supporting the implementation of
contexts through games and virtual
gamification. Keywords such as e-
scenarios. This enhances the learning
learning, educational technology, and
experience, offering students opportunities
mobile-assisted language learning indicate
to apply language skills in authentic
that mobile and online platforms are
situations.
becoming significant trends in this
literature. Applications like Duolingo and Interestingly, the keyword COVID-19
Kahoot! are often cited as effective appears in this visualization, indicating that
examples of gamification used for the pandemic accelerated the adoption of
independent learning. These technologies online learning and gamification in
enable students to learn anytime and language education. During the pandemic,
anywhere, incorporating gamified features with face-to-face learning restrictions,
such as daily challenges, reward systems, gamification through digital platforms
and leaderboards, making the learning became an effective solution to maintain
process more enjoyable. the continuity of learning and sustain
student motivation in online settings.
Frequent keywords like engagement and
learning motivation further suggest that Overall, this keyword analysis illustrates
one of gamification's primary benefits is its that research on gamification in language
ability to boost student motivation and learning focuses on using educational
engagement. Game elements such as technology to enhance student engagement
points, levels, and rewards create a and motivation. Technologies such as e-
competitive and interactive learning learning, mobile learning, and AI continue
experience that encourages students to to be explored to discover new ways to
actively participate in the learning process. improve language learning effectiveness.
This heightened motivation is particularly Gamification, with its flexible and

10
interactive approach, remains a growing gamification to improve the quality of
trend in language learning within the language education. Governments and
digital era. educational institutions in these countries
are investing in digital education
DISCUSSION
infrastructure and mobile technologies to
Global Trends in Gamification support gamified learning. This offers a
significant opportunity to expand the reach
Gamification in language learning has of gamification in Southeast Asia and other
experienced rapid global growth, developing regions.
particularly after 2020. This surge was
driven by the need for more interactive However, factors like culture, technology
learning methods during the mass shift to access, and educational policies influence
online education due to the COVID-19 the rate at which gamification is adopted
pandemic. Countries such as the United across different countries. In some regions,
States, Spain, and several Asian nations more traditional educational cultures may
like Indonesia and Malaysia showed resist change or the adoption of new
significant increases in the number of methods like gamification. Moreover,
scientific publications on gamification in limited access to technological devices in
language education. This indicates that some developing countries remains a
gamification has been widely adopted significant barrier. Nevertheless, more
across various parts of the world, both in inclusive educational policies and
developed and developing countries, as investments in technology could accelerate
part of a technology-based learning the equitable adoption of gamification
solution. worldwide.

Aside from the pandemic, this growth is Impact of Gamification on Language

also fueled by the accelerated adoption of Acquisition
technology in education. In technologically
Gamification has a positive impact on
advanced countries like the United States
student engagement, motivation, and
and Western Europe, the implementation
learning outcomes in language learning.
of gamification is facilitated by widespread
Game elements like points, levels,
access to educational technology. In these
leaderboards, and rewards encourage
regions, educational policies support the
students to participate more actively in the
adoption of innovative learning methods,
learning process, creating a more
including gamification. Furthermore, the
interactive learning experience. In the
demand for more engaging approaches for
context of language learning, gamification
the digital generation, which has grown up
allows students to learn in a more
with technology and games, also
enjoyable and competitive way, which
contributes to this trend.
helps boost their motivation. Research
In contrast, developing countries such as shows that students involved in gamified
Indonesia and Malaysia are catching up in learning environments tend to be more
their adoption of gamification. Although motivated to complete learning tasks,
they face challenges such as limited access directly impacting their language
to technology, these nations demonstrate a acquisition (Azzouz Boudadi & Gutiérrez-
strong commitment to leveraging Colón, 2020; Fitria, 2023).

11
Gamification is particularly effective in Despite the significant increase in research
some aspects of language learning, on gamification in language learning,
especially in the teaching of vocabulary several research gaps remain to be
and grammar. These skills often require addressed. One underexplored area is the
repetitive practice, and game-based application of gamification in developing
approaches make this process more countries with limited technological
engaging for students. Game elements like infrastructure. Most existing research
daily challenges and rewards provide focuses on developed countries like the
additional incentives for students to keep United States and Western Europe, where
practicing. The use of applications like access to technology and digital education
Duolingo and Kahoot!, which incorporate infrastructure is relatively better. Further
gamification elements into the learning research is needed to understand how
process, has proven effective in enhancing gamification can be applied in educational
students' ability to master vocabulary and environments with limited access to
grammar (Adrefiza, 2022; Huseinović, technology.
2023; Lee & Baek, 2023).
Additionally, the long-term effects of
However, gamification may not have the gamification on language learning are still
same level of impact on all aspects of not well understood. Most existing studies
language learning. Speaking skills and tend to focus on short-term outcomes, such
communication abilities might not benefit as increases in student motivation and
as much from gamified approaches to engagement over a short period. However,
vocabulary and grammar teaching. few studies evaluate the long-term impact
Speaking practice requires direct of gamification on language skill retention.
interaction and contextual feedback, which It is essential to understand whether the
can be difficult to achieve through motivation and engagement generated by
computer-based gamification platforms. gamification can be sustained after
Therefore, gamification in language students complete the learning program
speaking instruction is more effective and how gamification can support ongoing
when combined with other teaching learning.
methods, such as speaking simulations or
Apart from technological limitations,
group discussions, which allow for human
preferences for traditional learning
interaction.
methods also pose challenges to
Overall, gamification positively impacts gamification adoption. In some countries,
language learning, particularly in educational institutions and teachers are
improving student motivation and more comfortable with established
engagement. While it is effective in certain teaching methods, and the shift toward
areas like vocabulary and grammar, gamification may face resistance.
integration with other teaching methods Therefore, further research is required to
may be necessary to achieve optimal explore the best ways to integrate
results in the development of speaking and gamification with traditional learning
communication skills. Gamification offers methods. A more integrated approach can
a flexible learning approach, allowing help overcome resistance and ensure that
students to learn at their own pace while gamification is applied effectively in
receiving instant feedback. various educational contexts.

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Another challenge to be addressed is cultural and educational contexts. The
access to technology, particularly in analysis also identified influential
developing countries. While gamification researchers and institutions, including
has proven effective in enhancing learning [mention top researchers or institutions],
outcomes, its implementation heavily whose contributions have significantly
relies on the availability of technological shaped the discourse on gamification in
devices and adequate internet access. language learning.
Future research should explore alternative
Gamification has proven effective in
solutions to overcome these barriers, such
enhancing motivation, engagement, and
as developing gamification platforms that
learning outcomes, particularly in areas
can be accessed without requiring strong
such as vocabulary and grammar
internet connections or using more
instruction. This is evidenced by frequent
affordable technologies.
associations with keywords like
Global trends in gamification show that the motivation, engagement, and learning
application of this technology in language outcomes in bibliometric analyses.
learning is increasingly growing, with However, its impact on speaking skills and
significant contributions from both communication remains underexplored,
developed and developing countries. highlighting the need for further research.
Gamification has proven effective in
increasing student engagement and Additionally, the adoption of gamification
motivation, especially in the teaching of is influenced by cultural, technological,
vocabulary and grammar. However, and policy factors, suggesting that
several research gaps need to be filled, localized approaches are essential for
including the lack of studies on the long- effective implementation. Future research
term effects of gamification and its should explore gamification’s application
application in countries with limited access
in advanced language skills, such as
to technology. Further research is also
speaking and communication, and in
necessary to understand how gamification
can be integrated with traditional learning technology-limited regions to ensure
methods so that it can be applied more broader inclusivity. Practical implications
widely and effectively in various include leveraging gamification for
educational contexts. repetitive tasks, supporting teacher
training, and promoting equitable access to
CONCLUSION technology to maximize its potential in
language education.
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