Gamification

Beyond Drills: The Effects of Developmentally Aligned Vocabulary Games on EFL Speaking Among Taiwanese Elementary Learners

This quasi-experimental study investigated whether English vocabulary games aligned with Piaget’s concrete operational stage could improve the EFL speaking proficiency of elementary learners in a Taiwanese after-school setting. Twenty Grade 3–4 students (ages 8–10) were assigned to an experimental group (n = 10) receiving a 16-week game based intervention or a control group (n = […]

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English Vocabulary Game-Based Instruction and Young EFL Learners’ Speaking and Reading in a Taiwanese After-School Club

This classroom-based study examined whether English vocabulary game-based instruction can support elementary EFL learners’ speaking and reading performance in an after-school program in southern Taiwan. Twenty students in the lower and middle grades of a public elementary school joined an after-school English club and were divided into an experimental group and a comparison group (10

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Advancing Quality Education through Gamification in Non-Formal Digital Learning Contexts

This study conducts systematic bibliometric analysis to map the intellectual landscape, research trends, and thematic evolution of gamification within non-formal digital education from 2018 to 2025. It aims to provide a comprehensive overview of the field’s development by identifying key contributors, dominant themes, research gaps, and future trajectories. Employing a quantitative bibliometric methodology, the analysis

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