Points, Levels, and Streaks in Primary EFL: Effects on Vocabulary Growth and Engagement

Abstract

Gamification is a learning approach with effective outcomes on primary learners' involvement and learning. The purpose of this study is to evaluate the differences between the three types of gamification, namely points, levels, and streaks, in order to assess their potential impacts on the vocabulary learning progress and engagement of the primary English as a Foreign Language (EFL) learners. Ninety EFL learners aged 9-11 were assigned to one of the three gamified conditions and took part in the four-week classroom experiment, during which they practiced their vocabulary by using an EFL vocabulary app based on the retrieve-practice-learn principle and gamified with the three mechanics. Vocabulary achievement tests and engagement and motivation questionnaires, together with observations, were conducted to track the vocabulary performance and learning behavior of the participants. The outcome of the study indicated the benefits of all three gamified conditions, compared to the baseline data collected in the preliminary stage. As for the effect on engagement, students who were in the streak condition exhibited the highest rates of participation over the four-week period. In contrast, the level condition was found to have brought about the most progress in vocabulary performance. On the other hand, while the points condition demonstrated a potential for initiating short-term motivation, it may become redundant in the long run. In general, these three gamified components showed positive effects on the vocabulary progress and engagement of the primary EFL students and could therefore be taken into consideration when gamifying language learning. The findings of the study also suggest that a combination of points, levels, and streaks might serve as the best intervention strategy for sustaining the engagement and learning of primary learners. This study thus concludes that gamification can be effectively incorporated into primary EFL teaching, especially with the aid of technology. Further research might be conducted in the area of long- and short-term vocabulary retention, as well as age and task-specific gamification. In addition, the application of digital data analysis could be useful in this case.