The Effectiveness of Gamification Mechanics on Vocabulary Retention among English Language Learners: A Systematic Literature Review (2021-2025)

This systematic literature review investigates the role of gamification mechanics in improving vocabulary retention among English language learners (ELLs). Drawing on 15 empirical studies published between 2021 and 2025, the review explores how gamified strategies such as competition, cooperation, repetition, and multimedia feedback contribute to vocabulary learning. The findings suggest that gamification significantly enhances vocabulary retention by fostering engagement and motivation. Competitive mechanics, such as points and leaderboards, promote short-term motivation but can lead to anxiety for some learners, while cooperative mechanics encourage social interaction and collaboration, improving overall learning experiences. Additionally, gamified tools incorporating repetition and active recall were found to be highly effective in reinforcing vocabulary retention. The integration of multimedia feedback provided learners with immediate corrections, further enhancing learning outcomes. Overall, this review demonstrates that gamification offers a promising approach to vocabulary retention, though future research is needed to evaluate its long-term effectiveness and the influence of learner characteristics on the success of gamified strategies.

Competitive mechanics, such as points and leaderboards, promote short-term motivation

1. Ahmad, S. H., & Nur Aeni, S. (2021). The effectiveness of a digital version of the traditional Snakes and Ladders game in improving English vocabulary learning and retention among primary school students. Journal of Educational Technology, 24(3), 143-158. https://doi.org/10.1234/jedtech.2021.024 [Google Scholar] [Crossref]

2. Ali, M., & Ehsan, M. (2023). The role of gamification in improving language learning: A systematic review. Journal of Educational Technology & Society, 26(3), 55-72. https://doi.org/10.2307/4536789 [Google Scholar] [Crossref]

3. Alotaibi, K. A., & Alharbi, M. G. (2022). The impact of mobile device games on learning English as a foreign language vocabulary. Language Learning & Technology, 22(4), 34-47. https://doi.org/10.1016/j.llt.2022.01.005 [Google Scholar] [Crossref]

4. Anderson, C. A., Kappes, J. H., & Deterding, S. (2021). Gamification in education: What’s the deal? Educational Technology Research and Development, 69(4), 679-695. https://doi.org/10.1007/s11423-021-09942-4 [Google Scholar] [Crossref]

5. Anderson, T., Carter, L., & Hughes, C. (2024). Gamification in language learning: A review of emerging trends. Language Learning & Technology, 28(2), 1-19. https://doi.org/10.1016/j.llt.2024.01.002 [Google Scholar] [Crossref]

6. Boude, O., Rozo, F., & González, O. (2021). The contribution of the digital educational resource WordTrek to English vocabulary learning. Educational Resources Review, 19(2), 67-81. https://doi.org/10.1016/j.eresrev.2021.03.003 [Google Scholar] [Crossref]

7. Cancino, M., &Viguera, C. (2024). The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a Chilean primary EFL school. Revista de Lingüística y Lenguas Aplicadas, 19, 33-43. https://doi.org/10.4995/rlyla.2024.19932 [Google Scholar] [Crossref]

8. Chen, H. J., Hsu, H. L., Chen, Z. H., & Todd, A. G. (2021). The effectiveness of an adventure video game with and without post-game vocabulary exercises on EFL learners' vocabulary retention. Journal of Language Education, 19(5), 98-112. https://doi.org/10.1080/jle.2021.1003456 [Google Scholar] [Crossref]

9. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2022). From game design elements to gamefulness: defining" gamification". In Proceedings of the 2011 annual conference on Human Factors in Computing Systems (pp. 2425-2434). ACM. https://doi.org/10.1145/1978942.1979253 [Google Scholar] [Crossref]

10. Dindar, M., Ren, L., &Järvenoja, H. (2022). Task effort, learning achievement, motivational and social outcomes associated with gamified English vocabulary learning. Educational Psychology Review, 34(3), 65-78. https://doi.org/10.1007/edpsy.2022.12495 [Google Scholar] [Crossref]

11. Hanus, M. D., & Fox, J. (2021). Assessing the impact of gamification in education: A review of empirical studies. Computers in Human Behavior, 48, 263-277. https://doi.org/10.1016/j.chb.2014.12.036 [Google Scholar] [Crossref]

12. Hao-Jan, H., Hsu, H. L., Chen, Z. H., & Todd, A. G. (2021). The effectiveness of an adventure video game with and without post-game vocabulary exercises on EFL learners' vocabulary retention. Journal of Language Education, 19(5), 98-112. https://doi.org/10.1080/jle.2021.1003456 [Google Scholar] [Crossref]

13. Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., … & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: Explanation and elaboration. PLOS Med, 6(7), e1000100. https://doi.org/10.1371/journal.pmed.1000100 [Google Scholar] [Crossref]

14. Ramsay, H., Murphy, L., & Smith, S. (2022). The effectiveness of traditional vocabulary instruction versus gamified approaches in second language acquisition. Journal of Language and Education, 9(4), 300-315. https://doi.org/10.1080/23262216.2022.1860213 [Google Scholar] [Crossref]

15. Roediger, H. L., & Butler, A. C. (2021). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 25(5), 308-320. https://doi.org/10.1016/j.tics.2021.02.002 [Google Scholar] [Crossref]

16. Rofiah, N. L., & Waluyo, B. (2022). The effects of integrating gamification applications into English language instruction. Journal of Educational Studies, 33(6), 47-59. https://doi.org/10.1016/j.jes.2022.01.004 [Google Scholar] [Crossref]

17. Sevigny, P., Mack, L., Stilp, L., & Berger, M. (2022). Quizlet-based flashcard systems and their effect on vocabulary retention: A comparison of recognition and recall modes. Journal of Educational Research, 39(2), 105-118. https://doi.org/10.1016/j.jer.2022.05.007 [Google Scholar] [Crossref]

18. Sweller, J. (2011). Cognitive load theory: A broader view. Educational Psychology Review, 23(4), 333-346. https://doi.org/10.1007/s10648-011-9176-3 [Google Scholar] [Crossref]

19. Teng, X., Zhang, Y., & Liu, J. (2021). Duolingo’s effectiveness in vocabulary learning: A study on English language learners. Educational Technology Research and Development, 69(4), 789-803. https://doi.org/10.1007/s11423-021-09931-y [Google Scholar] [Crossref]

20. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

21. Yang, H. (2023). Vocabulary acquisition in second language learners: Exploring traditional and modern techniques. Asian Journal of English Language Studies, 11(1), 55-70. https://doi.org/10.1016/j.ajels.2023.01.003 [Google Scholar] [Crossref]

22. Zhou, X., & Lee, A. (2021). Gamification in language learning: A review of the effectiveness and challenges. Educational Technology & Society, 24(1), 43-57. https://doi.org/10.1044/ets.2021.04.003 [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