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Enhancing English Language Teaching and User Experience in Virtual Environments: A Systematic Review on Gamification and Personalised Learning

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Název: Enhancing English Language Teaching and User Experience in Virtual Environments: A Systematic Review on Gamification and Personalised Learning
Autoři: Myriam Tatiana Velarde Orozco, Bárbara Luisa De Benito Crosetti
Zdroj: Journal of Language and Education, Vol 11, Iss 2 (2025)
Informace o vydavateli: National Research University, Higher School of Economics (HSE), 2025.
Rok vydání: 2025
Témata: English language teaching, virtual learning environments, user experience, educational technology, gamification, P1-1091, Philology. Linguistics, personalised learning, Education
Popis: Introduction: Virtual learning environments (VLEs) have become central to English language teaching (ELT), although persistent disengagement suggests that design must go beyond content delivery. Gamification and personalised learning (PL) contribute to enhanced user experience (UX) and better learning outcomes, but evidence on their combined effects remains fragmented. Purpose: This systematic literature review (SLR) explains how gamification and PL influence UX, motivation, engagement and achievement in ELT-oriented VLEs, identifies effective design practices, and maps the implementation challenges that constrain them. Method: Following PRISMA-2020 guidelines, 46 empirical studies (2015-2024) were retrieved from Scopus, Web of Science, ERIC, and Dialnet. Two extraction matrices captured bibliographic, contextual and analytical data; methodological quality was appraised with MMAT-2018. Comparative and narrative syntheses linked design features to four outcome clusters: motivation/engagement, UX, academic performance, and learner satisfaction. Results: Challenge-based game mechanics, points and rewards reliably increased motivation and engagement, especially when integrated with adaptive feedback. PL strategies (adaptive difficulty, learner-directed paths and tailored content) produced the strongest dual gains in satisfaction and achievement. High UX emerged only when interfaces minimised cognitive load and feedback was timely. Gaps persist between short-term motivational spikes and durable learning, and competitive elements induce anxiety in novices. Key obstacles include limited digital literacy, bandwidth constraints and sparse reporting on implementation fidelity. Conclusion: Gamification and PL can substantially enhance UX and selected learning outcomes in ELT-oriented VLEs, but only when designs align with curricular goals, resource realities and learner profiles. Future research should pursue longer mixed-method trials, transparent adaptivity and scalable models for low-resource contexts.
Druh dokumentu: Article
ISSN: 2411-7390
DOI: 10.17323/jle.2025.24798
Přístupová URL adresa: https://doaj.org/article/d25272b305e34dfe9e1dfdd119e23e4e
Rights: CC BY
Přístupové číslo: edsair.doi.dedup.....2affb0766e64a2fd47a4ca8cb1bd5208
Databáze: OpenAIRE
Popis
Abstrakt:Introduction: Virtual learning environments (VLEs) have become central to English language teaching (ELT), although persistent disengagement suggests that design must go beyond content delivery. Gamification and personalised learning (PL) contribute to enhanced user experience (UX) and better learning outcomes, but evidence on their combined effects remains fragmented. Purpose: This systematic literature review (SLR) explains how gamification and PL influence UX, motivation, engagement and achievement in ELT-oriented VLEs, identifies effective design practices, and maps the implementation challenges that constrain them. Method: Following PRISMA-2020 guidelines, 46 empirical studies (2015-2024) were retrieved from Scopus, Web of Science, ERIC, and Dialnet. Two extraction matrices captured bibliographic, contextual and analytical data; methodological quality was appraised with MMAT-2018. Comparative and narrative syntheses linked design features to four outcome clusters: motivation/engagement, UX, academic performance, and learner satisfaction. Results: Challenge-based game mechanics, points and rewards reliably increased motivation and engagement, especially when integrated with adaptive feedback. PL strategies (adaptive difficulty, learner-directed paths and tailored content) produced the strongest dual gains in satisfaction and achievement. High UX emerged only when interfaces minimised cognitive load and feedback was timely. Gaps persist between short-term motivational spikes and durable learning, and competitive elements induce anxiety in novices. Key obstacles include limited digital literacy, bandwidth constraints and sparse reporting on implementation fidelity. Conclusion: Gamification and PL can substantially enhance UX and selected learning outcomes in ELT-oriented VLEs, but only when designs align with curricular goals, resource realities and learner profiles. Future research should pursue longer mixed-method trials, transparent adaptivity and scalable models for low-resource contexts.
ISSN:24117390
DOI:10.17323/jle.2025.24798