Work

Effects of gamification on EFL learning: a quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates

Year: 2025

Type: article

Abstract: Background: In foreign language education, educators struggle with declining student engagement as traditional EFL teaching, relying on passive lectures and dull materials, hampers proficiency and dampens passion. Gamification has emerged as a potential solution. This quasi-experimental study, based on the broaden-and-build theory, examined the effects of gamification on reading proficiency and foreign language learning enjoyment (FLLE) among Chinese undergraduates studying English as a foreign language (EFL). Methods: Data were collected from 220 first-year undergraduates at a Chinese university through reading assessments and the Chinese Foreign Language Enjoyment Scale, supplemented by interviews with nine participants picked from the first-year undergraduates. Results: The findings revealed a significant increase in gamification's benefits for EFL reading proficiency. FLLE's private dimension, tied to personal enjoyment, was crucial. Additionally, gamified settings improved focus, teamwork, and communication. Discussion: This study supports integrating gamification to boost engagement and outcomes. However, the study was limited to a specific context and duration. Therefore, future studies should identify key gamification elements and their long-term impact.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2025.1448916

Authors: Jing Cheng, Chen Lu, Qiaoling Xiao

Institution: Wuhan University of Science and Technology

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $3,801