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All Journal EDUTREND: Journal of Emerging Issues and Trends in Education English Review: Journal of English Education
Aprilia Yunda Supasa
Universitas Lancang Kuning, Pekanbaru, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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Exploring the Impact of Gamification on English Language Learning for Students in Asia Countries: A systematic Review Aprilia Yunda Supasa; Meutya Rizki Ramadhani; Fatma Setya Ningrum; Budianto Hamuddin
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 1 No. 3 (2024): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.460

Abstract

This study explores the effectiveness of gamification in English language learning in Asian countries, aiming to identify best practices and challenges in its integration. Although gamification has been widely acknowledged for enhancing student engagement and motivation, its impact on improving actual language proficiency remains uncertain, especially in the diverse educational contexts of Asia. Through a systematic review of literature published from 2019 to 2024, this research addresses gaps in existing studies, particularly those focusing on gamification within Asian educational systems. The review adheres to PRISMA guidelines, and data were gathered using the Publish or Perish tool, which identified 1,053 studies based on keywords such as "gamification," "impact," "English learning," and "Asia." Inclusion and exclusion criteria were rigorously applied to ensure the relevance of selected studies. The findings indicate that while gamification has the potential to increase motivation and engagement, several contextual factors—such as technological access, teacher preparedness, and cultural perceptions of game-based learning—are critical to its success. This study provides evidence-based recommendations for overcoming these challenges and offers practical strategies for educators and policymakers to design more effective gamified learning interventions that can enhance English language acquisition in Asia.
GAMIFIED EDUCATIONAL APPS AND READING COMPREHENSION IN HOME-SCHOOLED CHILDREN: AN EXPLORATORY MIXED-METHODS CASE STUDY Budianto Hamuddin; Aprilia Yunda Supasa; Meutya Rizki Ramadhani
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.135

Abstract

Many children now encounter stories on digital screens rather than on printed pages, yet limited empirical evidence exists regarding how gamified reading applications support comprehension in home schooling environments. Addressing this gap, this small scale mixed methods case study examined a four weeks intervention involving selected gamified reading applications used by two home schooled children aged ten and eleven. A standardized reading comprehension test was administered before and after the intervention to provide descriptive indicators of change in overall comprehension and three subskills, namely vocabulary, literal comprehension, and inferential comprehension, while semi structured interviews with the children and their parents were thematically analysed to explore learning experiences, engagement patterns, and contextual factors shaping app use. In this exploratory study with two participants, overall comprehension scores increased from a mean of 57.5 before the intervention to 74.0 afterwards. Vocabulary scores rose from 53.5 to 74.0, literal comprehension from 60.0 to 78.0, and inferential comprehension from 50.0 to 66.0, indicating observable descriptive gains across the three components of reading comprehension during the intervention period. Qualitative findings suggested increased motivation and sustained engagement with reading tasks, while parents emphasized that active guidance was often required to redirect attention from game rewards toward text meaning and deeper comprehension processes. Taken together, the findings provide preliminary and context specific insights from a rarely documented home schooling setting. Rather than offering generalizable conclusions, this study presents exploratory evidence that gamified reading applications may support certain aspects of reading development when their use is regular, text focused, and accompanied by parental scaffolding, while also generating hypotheses and nuanced considerations for parents, educators, and educational technology designers interested in integrating gamified tools into home based literacy practices.
Co-Authors Budianto Hamuddin Fatma Setya Ningrum Meutya Rizki Ramadhani Meutya Rizki Ramadhani