A Study on the Impact of Gamified Language Learning Design on Students' Learning Persistence

Jiewen Chen and Haoran Liang

Education Insights, 2025, vol. 2, issue 4, 132-142

Abstract: In the context of growing interest in digital and student-centered learning, gamification has emerged as a powerful tool to enhance engagement and motivation in language education. While existing studies have established the short-term benefits of gamified environments, less is known about how gamification influences learners' persistence — the ability to sustain consistent learning effort over time. This study addresses that gap by adopting a qualitative approach to explore how university students experience gamified language learning and what factors affect their continued engagement. Semi-structured interviews were conducted with ten undergraduate students from diverse disciplines who had participated in gamified language learning platforms, either through formal coursework or self-directed applications. Thematic analysis revealed that gamification supports learning persistence through a combination of intrinsic motivation (e.g., progress tracking, role immersion), extrinsic incentives (e.g., badges, rankings), structural features (e.g., modular tasks, habit-forming cues), and social mechanisms (e.g., group challenges, peer accountability). However, the study also identifies potential pitfalls, such as leaderboard-induced pressure, repetitive tasks, and unclear evaluation criteria, which can hinder long-term commitment. These findings contribute to a more nuanced understanding of gamification as a pedagogical design framework and offer practical implications for educators, curriculum designers, and educational technology developers aiming to promote sustainable learner engagement in language education.

Keywords: gamification; language learning; learning persistence; student motivation; educational technology (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:axf:journl:v:2:y:2025:i:4:p:132-142

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