Digital gamification in language learning: attitudes and expectations of university students

Abstract

The study aimed to determine university students’ attitudes towards digital gamification and its impact on motivation for language learning. A mixed-methods approach was used, combining a survey administered to 120 students enrolled in the Pedagogy of National and Foreign Languages program at the Universidad Estatal del Sur de Manabí with a comprehensive bibliographic review to theoretically support the research. Results showed a favorable trend toward digital gamification, highlighting that a significant proportion of students perceived it as motivating, enjoyable, and capable of reducing stress associated with language learning. Furthermore, there was an explicit student demand for more gamification-based strategies to be implemented by instructors. However, some moderate skepticism was noted regarding the academic effectiveness of gamification compared to traditional methods. The findings suggest that digital gamification holds considerable potential to enhance motivation and academic performance, recommending its balanced and well-founded integration within language education programs.