Engage, Play, Learn: A Systematic Literature Review on the Impact of Gamification on Young Learners’ English Skills

Budianto Hamuddin; Jewine Saragih  Priambada; Indarwati Indarwati; Wahyuni Sakka; Muh. Ridha  Anugrah

doi:10.31849/utamax.v6i3.19500

Authors

Budianto Hamuddin Universitas Lancang Kuning, Pekanbaru, Riau
Jewine Saragih Priambada Universitas Lancang Kuning, Pekanbaru, Riau
Indarwati Indarwati Universitas Hasanuddin, Makassar, Indonesia
Wahyuni Sakka Universitas Muslim Indonesia, Makassar, Indonesia
Muh. Ridha Anugrah Universitas Hasanuddin, Makassar, Indonesia

DOI:

https://doi.org/10.31849/utamax.v6i3.19500

Keywords:

Digital learning tools, English language learning, Gamification in education, Language teaching innovation, Systematic literature review (SLR), Young learners

Abstract

This systematic literature review investigates the impact of gamification on young learners’ English language skill acquisition, addressing a research gap in understanding its specific contributions to engagement, motivation, and academic outcomes. By analyzing 26 peer-reviewed articles published between 2019 and 2024, sourced from Crossref, Scopus, and Semantic Scholar, this study categorizes findings into four themes: learner autonomy and motivation, vocabulary mastery, classroom participation and academic achievement, and intrinsic motivation. The results reveal that gamification significantly enhances learner autonomy and intrinsic engagement by integrating game-like elements such as leaderboards and progress trackers. Vocabulary acquisition benefits from contextualized and repetitive gamified activities, which improve retention and recall. Gamification also fosters classroom participation and academic success by creating inclusive and interactive learning environments, often aligned with cognitive frameworks like Bloom’s Taxonomy. However, the review identifies challenges such as inconsistent methodologies, technical limitations, and the novelty effect, which can influence the sustainability of gamification’s benefits. Despite these limitations, this study underscores gamification’s transformative potential in fostering dynamic, learner-centered environments that align with modern educational goals. The findings emphasize the need for thoughtfully designed gamified strategies that address diverse learner needs while promoting intrinsic motivation and sustained engagement. Future research should focus on longitudinal studies, the differential effects of competitive and collaborative gamification, and the integration of emerging technologies like AI and VR to further optimize gamified language education. These insights provide a foundation for innovative curriculum development and policy-making in education.

Author Biographies

Budianto Hamuddin, Universitas Lancang Kuning, Pekanbaru, Riau

Dr. Budianto Hamuddin is a senior lecturer in the Faculty of Education and Vocational Studies at Universitas Lancang Kuning in Pekanbaru, Indonesia. He leads the Research Department at LPPM Unilak and serves on the editorial boards of several SINTA-accredited journals. Dr. Hamuddin earned his Master's degree from Universiti Malaya in Malaysia and his Doctorate from Universitas Hasanuddin in Indonesia, specializing in Applied Linguistics, English Language Studies, and Internet Linguistics.
Indarwati Indarwati, Universitas Hasanuddin, Makassar, Indonesia

Dr. Hj. Indarwati, S.S., M.Hum., is a lecturer in the Department of Indonesian Literature at the Faculty of Cultural Sciences, Universitas Hasanuddin (Unhas), Makassar, Indonesia. She earned her Bachelor's degree (S.S.) and Master's degree (M.Hum.) in the field of Humanities, focusing on Linguistics. Dr. Indarwati has been actively involved in community service programs, notably serving as the Chair of the Community Service Committee for the Faculty of Cultural Sciences at Unhas. Her research interests include cultural semiotics, language attitudes, and the preservation of traditional rituals. Dr. Indarwati is also known for her dedication to promoting linguistic politeness and character education among early childhood educators and parents.
Wahyuni Sakka, Universitas Muslim Indonesia, Makassar, Indonesia

Dr. Wahyuni Sakka is a distinguished academic affiliated with Universitas Muslim Indonesia (UMI) in Makassar, Indonesia. She holds a Bachelor's degree in English Education and has made significant contributions to the field through her research and publications. Dr. Sakka's scholarly work primarily focuses on English education, with notable publications. In addition to her research endeavors, she serves as the Editor-in-Chief of the Journal of Community Empowerment Research and Global Action Studies and as the Managing Editor of the Journal of Interdisciplinary Language Studies and Dialect Research, both of which are platforms dedicated to advancing knowledge in their respective fields. Dr. Sakka's dedication to education and research is further evidenced by her active involvement in academic conferences and her commitment to enhancing the quality of English education in Indonesia.
Muh. Ridha Anugrah, Universitas Hasanuddin, Makassar, Indonesia

Muh. Ridha Anugrah, S.S., M.Hum., is a lecturer in the English Department at Universitas Hasanuddin (Unhas) in Makassar, Indonesia. He earned his Bachelor's degree (S.S.) and Master's degree (M.Hum.) in English Literature from Unhas. His research interests encompass translation studies, applied linguistics, and English language education. He has co-authored several publications in several national and international scientific journals. In addition to his teaching and research roles, he serves as a lecturer at the Language Center of Hasanuddin University, and is a member of the editorial team for the Journal of Interdisciplinary Language Studies and Dialect Research.

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