IMPACT OF GAMIFICATION ON MOTIVATION, ENGAGEMENT, AND PARTICIPATION IN ENGLISH LANGUAGE LEARNING: EVIDENCE FROM SAUDI EFL LEARNERS
Résumé
This study investigates the effect of gamification on Saudi undergraduate students’ motivation and participation in English language learning. A quantitative, questionnaire-based approach was employed, with 150 students from multiple disciplines responding to 10 Likert-scale items. Descriptive analysis revealed that gamification significantly enhanced intrinsic motivation, classroom participation, and confidence in English usage. Students reported increased engagement in both classroom and digital learning environments, with gamified activities fostering collaboration, healthy competition, and self-directed practice. Additionally, culturally sensitive implementation of gamification was found to support positive learning experiences while respecting classroom hierarchies and social norms. Although minor challenges related to task complexity and potential distractions were noted, gamification was overwhelmingly perceived as effective in promoting motivation, engagement, and language acquisition. The study provides actionable insights for educators and curriculum designers seeking to integrate gamified strategies in EFL classrooms, highlighting the potential of gamification to create interactive, learner-centered environments that enhance both cognitive and affective outcomes.
Références
AHMED, A. A. A., AMPRY, E. S., KOMARIAH, A., HASSAN, I., THAHIR, I., HUSSEIN ALI, M., ... & ZAFARANI, P. Investigating the Effect of Using Game‐Based Learning on EFL Learners’ Motivation and Anxiety. Education Research International, 2022(1), 6503139, 2022. https://doi.org/10.1155/2022/6503139
ALAMR, A. S. Digital games and English as foreign language (EFL) learning in tertiary education in Saudi Arabia (Doctoral dissertation, University of Wollongong), 2019. https://ro.uow.edu.au/theses1
ALFALLAJ, F. S. S. E-Learning Challenges in Saudi Arabia: Exploration of Factors with Special Reference to EFL. TESOL International Journal, 15(3), 20-40, 2020. https://eric.ed.gov/?id=EJ1329503
ALJAMEEL, I. H. Computer-assisted language learning in Saudi Arabia: Past, present, and future. International Education Studies, 15(4), 95-107, 2022. https://eric.ed.gov/?id=EJ1357437
ALMELHES, S. A. Gamification for teaching the Arabic language to non-native speakers: a systematic literature review. In Frontiers in education (Vol. 9, p. 1371955). Frontiers Media SA, 2024. https://doi.org/10.3389/feduc.2024.1371955
ALMUFAREH, M. The impact of gamification and individual differences on second language learning among first-year female university students in Saudi Arabia. Simulation & Gaming, 52(6), 715-734, 2021. https://doi.org/10.1177/10468781211056511
ALRABAI, F. Learning English in Saudi Arabia. In English as a foreign language in Saudi Arabia (pp. 102-119). Routledge, 2018.
AL-RASHIDI, A. H. Does digital task-based instruction make a difference in EFL university students’ motivation in Saudi Arabia? An Active theory perspective. Learning and Motivation, 90, 102115, 2025. https://doi.org/10.1016/j.lmot.2025.102115
ALRASHIDI, O., & PHAN, H. Education context and english teaching and learning in the kingdom of Saudi Arabia: An overview. English Language Teaching, 8(5), 33-44, 2015. https://eric.ed.gov/?id=EJ1075240
ALSADOON, E., ALKHAWAJAH, A., & SUHAIM, A. B. Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon, 8(8)1-7, 2022. https://doi.org/10.1016/j.heliyon.2022.e10249
ANNETTA, L. A. The “I's” have it: A framework for serious educational game design. Review of general psychology, 14(2), 105-113, 2010. https://doi.org/10.1037/a0018985
ANTONACI, A., KLEMKE, R., & SPECHT, M. The effects of gamification in online learning environments: A systematic literature review. In Informatics, Vol. 6, No. 3, p. 32, 2019. MDPI. https://doi.org/10.3390/informatics6030032
APARICIO, A. F., VELA, F. L. G., SÁNCHEZ, J. L. G., & MONTES, J. L. I. Analysis and application of gamification. In Proceedings of the 13th international conference on interacción persona-ordenador (pp. 1-2), 2012. https://doi.org/10.1145/2379636.2379653
ARAGONEZ, T., SAUR-AMARAL, I., & GOUVEIA, M. Game-based learning in higher education: a systematic literature review. In EDULEARN21 Proceedings (pp. 1849-1856), 2021. IATED. https://tinyurl.com/5b4ksbf2
BAI, S., HEW, K. F., & HUANG, B. Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational research review, 30, 100322, 2020. https://doi.org/10.1016/j.edurev.2020.100322
BARATA, G., GAMA, S., JORGE, J., & GONÇALVES, D. Engaging engineering students with gamification. In 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES) (pp. 1-8). IEEE, 2013.
BARNAWI, O. Z., & AL-HAWSAWI, S. English education policy in Saudi Arabia: English language education policy in the Kingdom of Saudi Arabia: Current trends, issues and challenges. In English language education policy in the Middle East and North Africa (pp. 199-222). Cham: Springer International Publishing, 2016. https://doi.org/10.1007/978-3-319-46778-8_12
CAPONETTO, I., EARP, J., & OTT, M. Gamification and education: A literature review. In European conference on games based learning, Vol. 1, No. 1, pp. 50-57, 2014.
DECI, E. L., & RYAN, R. M. Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media, 2013. https://tinyurl.com/yc52dn2h
DETERDING, S., DIXON, D., KHALED, R., & NACKE, L. From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15), 2011. https://doi.org/10.1145/2181037.2181040
DOMÍNGUEZ, A., SAENZ-DE-NAVARRETE, J., DE-MARCOS, L., FERNÁNDEZ-SANZ, L., PAGÉS, C., & MARTÍNEZ-HERRÁIZ, J. J. Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63, 380-392, 2013. https://doi.org/10.1016/j.compedu.2012.12.020
EGER, V. M., GEORGANTA, E., ZUERCHER, P. D. J., MUELLER, F., BOHNÉ, T., & DIEFENBACH, S. The power of play: gamification in virtual workplace training. European Journal of Work and Organizational Psychology, 34(2), 218-236, 2025. https://doi.org/10.1080/1359432X.2024.2412360
GODWIN-JONES, R. Emerging technologies: Games in language learning. Language Learning & Technology, 18(2), 9-19, 2014.
HAMARI, J., KOIVISTO, J., & SARSA, H. Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). IEEE, 2024. https://doi.org/10.1109/HICSS.2014.377
HANUS, M. D., & FOX, J. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161, 2015. https://doi.org/10.1016/j.compedu.2014.08.019
Liu, L. Impact of AI gamification on EFL learning outcomes and nonlinear dynamic motivation: Comparing adaptive learning paths, conversational agents, and storytelling. Education and Information Technologies, 1-40, 2014. https://doi.org/10.1007/s10639-024-13296-5
MOSKOVSKY, C., ALRABAI, F., PAOLINI, S., & RATCHEVA, S. The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language learning, 63(1), 34-62, 2013. https://doi.org/10.1111/j.1467-9922.2012.00717.x
QAMAR, M. T., SOHAIL, S. S., ANSARI, G., & SAXENA, C. The Language of Nuance: Exploring the Limits of Large Language Models in Handling Ambiguity. In International Conference on Big Data Analytics (pp. 180-192). Cham: Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-86193-2_12
QAMAR, M. T., YASMEEN, J., SOHAIL, S. S., MADSEN, D. Ø., ZEESHAN, S. M., & ZAHID, M. Laughing while learning: ESP learners’ perspectives on teachers’ use of humour in online classrooms. Discover Education, 4(1), 321, 2025. https://doi.org/10.1007/s44217-025-00704-2
RAHMAN, M.M. Decoding the dilemma: Exploring EFL Learners’ Perspectives on Integrating ChatGPT in Writing Instruction. Isagoge. Vol.5, 2025. https://doi.org/10.59079/isagoge.v5i1.228
RAHMAN, M.M. Using Blended Approach for EFL Learning: A Step towards 21st Century Classrooms. World Journal of English Language. Vol. 11 (2), 1-9, 2021. https://www.sciedupress.com/journal/index.php/wjel/article/view/20703
REINHARDT, J., & SYKES, J. Language at play: Digital games in second and foreign language teaching and learning. Pearson, 2014.
RICE, J. W. The gamification of learning and instruction: Game-based methods and strategies for training and education. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 4(4), 81-83, 2012. https://doi.org/10.4018/jgcms.2012100106
RYAN, R. M., & DECI, E. L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68, 2000. https://psycnet.apa.org/buy/2000-13324-007
SCHLAG, R., SAILER, M., TOLKS, D., NINAUS, M., & SAILER, M. Effectiveness of gamification in education. In Designing Effective Digital Learning Environments (pp. 143-159), 2024. Routledge. https://tinyurl.com/3cdfkdyw
THONGMAK, M. The student experience of student-centered learning methods: Comparing gamification and flipped classroom. Education for Information, 35(2), 99-127, 2019. https://doi.org/10.3233/EFI-180189
ALAMR, A. S. Digital games and English as foreign language (EFL) learning in tertiary education in Saudi Arabia (Doctoral dissertation, University of Wollongong), 2019. https://ro.uow.edu.au/theses1
ALFALLAJ, F. S. S. E-Learning Challenges in Saudi Arabia: Exploration of Factors with Special Reference to EFL. TESOL International Journal, 15(3), 20-40, 2020. https://eric.ed.gov/?id=EJ1329503
ALJAMEEL, I. H. Computer-assisted language learning in Saudi Arabia: Past, present, and future. International Education Studies, 15(4), 95-107, 2022. https://eric.ed.gov/?id=EJ1357437
ALMELHES, S. A. Gamification for teaching the Arabic language to non-native speakers: a systematic literature review. In Frontiers in education (Vol. 9, p. 1371955). Frontiers Media SA, 2024. https://doi.org/10.3389/feduc.2024.1371955
ALMUFAREH, M. The impact of gamification and individual differences on second language learning among first-year female university students in Saudi Arabia. Simulation & Gaming, 52(6), 715-734, 2021. https://doi.org/10.1177/10468781211056511
ALRABAI, F. Learning English in Saudi Arabia. In English as a foreign language in Saudi Arabia (pp. 102-119). Routledge, 2018.
AL-RASHIDI, A. H. Does digital task-based instruction make a difference in EFL university students’ motivation in Saudi Arabia? An Active theory perspective. Learning and Motivation, 90, 102115, 2025. https://doi.org/10.1016/j.lmot.2025.102115
ALRASHIDI, O., & PHAN, H. Education context and english teaching and learning in the kingdom of Saudi Arabia: An overview. English Language Teaching, 8(5), 33-44, 2015. https://eric.ed.gov/?id=EJ1075240
ALSADOON, E., ALKHAWAJAH, A., & SUHAIM, A. B. Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon, 8(8)1-7, 2022. https://doi.org/10.1016/j.heliyon.2022.e10249
ANNETTA, L. A. The “I's” have it: A framework for serious educational game design. Review of general psychology, 14(2), 105-113, 2010. https://doi.org/10.1037/a0018985
ANTONACI, A., KLEMKE, R., & SPECHT, M. The effects of gamification in online learning environments: A systematic literature review. In Informatics, Vol. 6, No. 3, p. 32, 2019. MDPI. https://doi.org/10.3390/informatics6030032
APARICIO, A. F., VELA, F. L. G., SÁNCHEZ, J. L. G., & MONTES, J. L. I. Analysis and application of gamification. In Proceedings of the 13th international conference on interacción persona-ordenador (pp. 1-2), 2012. https://doi.org/10.1145/2379636.2379653
ARAGONEZ, T., SAUR-AMARAL, I., & GOUVEIA, M. Game-based learning in higher education: a systematic literature review. In EDULEARN21 Proceedings (pp. 1849-1856), 2021. IATED. https://tinyurl.com/5b4ksbf2
BAI, S., HEW, K. F., & HUANG, B. Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational research review, 30, 100322, 2020. https://doi.org/10.1016/j.edurev.2020.100322
BARATA, G., GAMA, S., JORGE, J., & GONÇALVES, D. Engaging engineering students with gamification. In 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES) (pp. 1-8). IEEE, 2013.
BARNAWI, O. Z., & AL-HAWSAWI, S. English education policy in Saudi Arabia: English language education policy in the Kingdom of Saudi Arabia: Current trends, issues and challenges. In English language education policy in the Middle East and North Africa (pp. 199-222). Cham: Springer International Publishing, 2016. https://doi.org/10.1007/978-3-319-46778-8_12
CAPONETTO, I., EARP, J., & OTT, M. Gamification and education: A literature review. In European conference on games based learning, Vol. 1, No. 1, pp. 50-57, 2014.
DECI, E. L., & RYAN, R. M. Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media, 2013. https://tinyurl.com/yc52dn2h
DETERDING, S., DIXON, D., KHALED, R., & NACKE, L. From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15), 2011. https://doi.org/10.1145/2181037.2181040
DOMÍNGUEZ, A., SAENZ-DE-NAVARRETE, J., DE-MARCOS, L., FERNÁNDEZ-SANZ, L., PAGÉS, C., & MARTÍNEZ-HERRÁIZ, J. J. Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63, 380-392, 2013. https://doi.org/10.1016/j.compedu.2012.12.020
EGER, V. M., GEORGANTA, E., ZUERCHER, P. D. J., MUELLER, F., BOHNÉ, T., & DIEFENBACH, S. The power of play: gamification in virtual workplace training. European Journal of Work and Organizational Psychology, 34(2), 218-236, 2025. https://doi.org/10.1080/1359432X.2024.2412360
GODWIN-JONES, R. Emerging technologies: Games in language learning. Language Learning & Technology, 18(2), 9-19, 2014.
HAMARI, J., KOIVISTO, J., & SARSA, H. Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). IEEE, 2024. https://doi.org/10.1109/HICSS.2014.377
HANUS, M. D., & FOX, J. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161, 2015. https://doi.org/10.1016/j.compedu.2014.08.019
Liu, L. Impact of AI gamification on EFL learning outcomes and nonlinear dynamic motivation: Comparing adaptive learning paths, conversational agents, and storytelling. Education and Information Technologies, 1-40, 2014. https://doi.org/10.1007/s10639-024-13296-5
MOSKOVSKY, C., ALRABAI, F., PAOLINI, S., & RATCHEVA, S. The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language learning, 63(1), 34-62, 2013. https://doi.org/10.1111/j.1467-9922.2012.00717.x
QAMAR, M. T., SOHAIL, S. S., ANSARI, G., & SAXENA, C. The Language of Nuance: Exploring the Limits of Large Language Models in Handling Ambiguity. In International Conference on Big Data Analytics (pp. 180-192). Cham: Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-86193-2_12
QAMAR, M. T., YASMEEN, J., SOHAIL, S. S., MADSEN, D. Ø., ZEESHAN, S. M., & ZAHID, M. Laughing while learning: ESP learners’ perspectives on teachers’ use of humour in online classrooms. Discover Education, 4(1), 321, 2025. https://doi.org/10.1007/s44217-025-00704-2
RAHMAN, M.M. Decoding the dilemma: Exploring EFL Learners’ Perspectives on Integrating ChatGPT in Writing Instruction. Isagoge. Vol.5, 2025. https://doi.org/10.59079/isagoge.v5i1.228
RAHMAN, M.M. Using Blended Approach for EFL Learning: A Step towards 21st Century Classrooms. World Journal of English Language. Vol. 11 (2), 1-9, 2021. https://www.sciedupress.com/journal/index.php/wjel/article/view/20703
REINHARDT, J., & SYKES, J. Language at play: Digital games in second and foreign language teaching and learning. Pearson, 2014.
RICE, J. W. The gamification of learning and instruction: Game-based methods and strategies for training and education. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 4(4), 81-83, 2012. https://doi.org/10.4018/jgcms.2012100106
RYAN, R. M., & DECI, E. L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68, 2000. https://psycnet.apa.org/buy/2000-13324-007
SCHLAG, R., SAILER, M., TOLKS, D., NINAUS, M., & SAILER, M. Effectiveness of gamification in education. In Designing Effective Digital Learning Environments (pp. 143-159), 2024. Routledge. https://tinyurl.com/3cdfkdyw
THONGMAK, M. The student experience of student-centered learning methods: Comparing gamification and flipped classroom. Education for Information, 35(2), 99-127, 2019. https://doi.org/10.3233/EFI-180189
Publiée
2026-06-02
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