Effects of Gamification on Students’ English Language Proficiency: A Meta-Analysis on Research in South Korea

Abstract

This study presents a meta-analysis of research on the impact of gamification on English language proficiency among South Korean students. Through an examination of 11 cases involving 610 participants, the study reveals a medium effect size (g = 0.517), suggesting that gamification can significantly enhance English language learning outcomes. The analysis also reveals that theses (g = 0.799) reported higher effect sizes than journal articles (g = 0.298), and that the absence of technology in gamified learning interventions could potentially lead to larger effect sizes (g = 0.932). Furthermore, the incorporation of points/scores and badges/rewards showed statistically significant effects on student learning. The study found no significant differences in effect sizes when considering grade, number of participants, weeks, sessions, sessions per week, and the number of gaming elements. The results demonstrate varying impact of gamification across different subcomponents of English proficiency, particularly in the learning of vocabulary, listening, and writing skills. The findings underscore the potential of gamification as a tool for English language learning, but also call for careful consideration in its design and implementation to maximize learning outcomes. Lastly, we offer suggestions for future research and discuss the pedagogical implications of this study.