Influence of Gamification on the English Language Proficiency of Students
Influence of Gamification on the English Language Proficiency of Students

Summary/Abstract: This research conducts a meta-analysis that examines the influence of gamification on English language proficiency within 0074he context of South Korean students. By scrutinizing 11 instances encompassing 610 participants, the investigation reveals a medium effect size, signifying that gamification holds the potential to notably elevate outcomes in English language learning. Notably, the analysis uncovers that theses yield larger effect sizes compared to journal articles. Moreover, the absence of technological components within gamified learning interventions appears to correlate with potentially more substantial effect sizes. Additionally, the incorporation of points/scores and badges/rewards manifests statistically significant effects on student learning. Remarkably, no significant differences in effect sizes were observed when evaluating variables such as grade, number of participants, duration in weeks, sessions, sessions per week, and the count of gaming elements. The findings of this study unveil varying impacts of gamification across distinct subcomponents of English proficiency, particularly in the realms of vocabulary acquisition, listening skills, and writing capabilities.

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