The Impact of Gamification on Arabic Vocabulary Learning: A Systematic Literature Review

This study aims to examine the use of gamification in Arabic vocabulary learning through a Systematic Literature Review (SLR) approach. The issue of weak vocabulary mastery among non-native Arabic speakers highlights the need for a more interactive and engaging teaching approach. This review explores the forms of gamification applied, its effects on students, and the challenges faced in the context of Arabic vocabulary learning. A total of eight academic journal articles published between 2020 and 2025 that met the inclusion criteria were qualitatively analysed using PRISMA guidelines and evaluated using the Mixed-Method Appraisal Tool (MMAT). The findings show that the forms of gamification used include digital platforms such as Kahoot!, Quizizz, and Wordwall; physical games such as the Arabic Treasure Hunt; and multimodal approaches that combine visual, auditory and kinaesthetic elements. The implementation of gamification has been shown to have a positive effect on increasing motivation, student engagement, vocabulary mastery and self-confidence. However, several challenges were identified, including weak long-term vocabulary retention, technical constraints, variation in student ability, and excessive focus on the entertainment aspect. This study recommends that the implementation of gamification in Arabic vocabulary teaching be carried out in a balanced and well-planned manner. The role of the teacher, curriculum suitability, and technological support are determining factors for the success of this approach. Gamification should be viewed as a complement to traditional pedagogy in creating a more effective, enjoyable and meaningful learning environment.

Arabic vocabulary, gamification, digital games, student motivation

1. Abdul Ghani, M. T., Hamzah, M., Wan Daud, W. A. A., & Muhamad Romli, T. R. (2022). The impact of mobile digital game in learning Arabic language at tertiary level. Contemporary Educational Technology, 14(1), ep344. https://doi.org/10.30935/cedtech/11480 [Google Scholar] [Crossref]

2. Alam, A., & Khotimah, K. (2021). Peningkatan penguasaan kosa kata bahasa Arab melalui game Arabic Treasure Hunter. Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab, 1(1), 1–10. Institut Agama Islam Negeri Jember. [Google Scholar] [Crossref]

3. Alfares, N. S. (2025). Investigating the efficacy of Wordwall for vocabulary learning in EFL classrooms in Saudi Arabia. International Journal of Game-Based Learning. [Google Scholar] [Crossref]

4. Almelhes, S. A. (2024). Gamification for teaching the Arabic language to non-native speakers: A systematic literature review. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12427-6 [Google Scholar] [Crossref]

5. Al-Nashwan, A., Alabdulkareem, S., Al-Ruwaili, M., & Alshammari, R. (2024). Gamification-based learning of Arabic as a foreign language: Effects on motivation, engagement, and achievement. Frontiers in Education, 9, 1298761. https://doi.org/10.3389/feduc.2024.1298761 [Google Scholar] [Crossref]

6. Baharun, S. (2025). Innovative approaches to teaching Arabic vocabulary to novice learners. Lahjatuna: Jurnal Pendidikan Bahasa Arab, 4(2). https://ejournal.uiidalwa.ac.id/index.php/lahjatuna/article/view/2535 [Google Scholar] [Crossref]

7. Ghofur, A., Kholis, M. N., Sodik, A. J., & Shiddiq, J. (2023). Students' perceptions and motivation towards teaching Arabic vocabulary through gamification. IJAZ ARABI: Journal of Arabic Learning, 6(3), 682–694. https://doi.org/10.18860/ijazarabi.v6i3.18642 [Google Scholar] [Crossref]

8. Ilhami, R., Wargadinata, W., & Hasan, N. (2022). Quizizz as an Arabic vocabulary media learning in digitalization era: Process, weakness and strengths. Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab, 10(1), 13–24. https://doi.org/10.23971/altarib.v10i1.3787 [Google Scholar] [Crossref]

9. Islamy, M. I., Riwanda, A., & Ridha, M. (2021). Increasing Arabic vocabulary mastery through gamification: Is Kahoot! effective? LISANIA: Journal of Arabic Education and Literature, 5(1), 19–35. https://doi.org/10.18326/lisania.v5i1.19-35 [Google Scholar] [Crossref]

10. Licorish, S. A., Owen, H. E., Daniel, B., & George, J. (2018). Students' perception of Kahoot!'s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(9). https://doi.org/10.1186/s41039-018-0078-8 [Google Scholar] [Crossref]

11. Noor, M. L. A. H. b. M., Gani, M. Z. b. A., Ismail, N. S. b., Ahmad, N. Z. b., Mohd, K., & Shamsudin, J. M. (2023). Implementing Arabic educational charade game in acquiring Arabic vocabulary and improving Arabic speaking skill. International Journal of Academic Research in Business and Social Sciences, 13(6), 291–306. [Google Scholar] [Crossref]

12. Putri, A. H., Permatasari, F. E., Hijriyah, A. L., & Mauludiyah, L. (2021). Arabic quizzes game to improve Arabic vocabulary. Tanwir Arabiyyah: Arabic as Foreign Language Journal, 1(1), 47–54. https://doi.org/10.22219/afl.v1i1.2484 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study